Extended Essay Guide Learn How to Write it With Ease

Looking for a more down to earth Extended Essay Guide? Then look no further. It is safe to assume that you are currently tackling the challenges of the International Baccalaureate (IB) curriculum. Nonetheless, that does not mean that students are given all the necessary resources to address complex extended essay questions. Throughout this IB Extended Essay Guide, we will be exploring the most efficient methods to manage and complete such a challenging task. Contents What is an IB Extended Essay? How will the assignment be graded? IB Extended Essay Guidelines What are the best Extended Essay Topics? IB Extended Essay Example (Sample) Secret Tips and Tricks To Tackle Any IB Extended Essay Questions The â€Å"Do’s and Don'ts† of Tackling Any Extended Essay Questions Secret Tips and Tricks Starting Sooner Is Always Better Than Later What is an IB Extended Essay? It is a well-known fact that the IB Diploma Programme is quite demanding as it includes multiple forms of assessment, one of which is the Extended Essay. It is designed for students aged between 16 to 19 to help prepare them for life's challenges. Overall it aims to do so by encouraging its participants to be independent thinkers that are knowledgeable, caring, compassionate as well as have an inquisitive nature about the world around them. One develops their intercultural understanding due to the methods used to teach the material, particularly the Extended Essay, and the multicultural learning environment that prepares students to approach issues from a multitude of viewpoints. Visibly the IB programme is designed to empower students by allowing them to engage in higher level studies of their preferred subjects. Thus, the Extended Essay Topics will be based on one of the higher level subjects. In most cases, the IB Extended Essay is shortened to EE. Regardless of what Extended Essay topics are being taken into consideration, the assignment itself cannot exceed 4000 words. The assignment must make use of a Cover Page/Title Page, Abstract, Table of Content, Main Body and a Bibliography. This task should be structured as a mini- thesis written under the supervision of an academic supervisor, usually one of the IB teachers available at the school. The result obtained from students Extended Essay topics is counted towards the value of their IB Diploma. For those seeking a more detailed explanation of how it is tallied up, we will go over that in the sections to come. The process itself requires one to have their Extended Essay topics approved by the IBO which is not as complicated as most expect it to be. After it has been accepted, it is time to decide whether one will make use of a typical research paper format, conduct some form of experiment or seek to solve a prominent problem. Most IB schools will allow their students to pick the advisor they want to provide them with various IB Extended Essay Guidelines. How will the assignment be graded? Usually, the advisors are required to provide students with a handout explaining the grading scheme for all Extended Essay questions. However if it is still unclear, we will go over it again in the section below. As stated by the official Extended Essay Guidelines, the assignment will be marked by a number of external examiners which have been appointed by the IB. The grading scale begins at 0, being the lowest, and ends at 36, being the highest. Nevertheless, despite having a range, there are still some subject-specific as well as general criteria applied to the Extended Essay format as well as content. Therefore, according to how many Rubric Assessment Points you obtain, a Description Letter will be allocated to indicate the final grade. Extended Essay Example: Grading Scheme How does the Extended Essay impact my diploma? As of 2014, since the first examination in May 2015, students who receive an E on their Extended Essay topics or Theory of Knowledge (TOK) will no longer be eligible to be awarded the prestigious IB diploma. These two grades are still being combined allowing students to receive up to 3 points towards their degree by completing both assignments successfully. Specific Criteria If you have been wondering how to get all those 36 points for your Extended Essay topics then here is the answer. Having mentioned several times that there are some rather rigorous strict criteria used to grade Extended Essay topics, we will now have a look at all of them individually explaining their relevance and role. We have included the maximum amount of points each of these sections carry to give pupils a better understanding of their worth, nonetheless despite their numerical value all are equally important. A: Research Question [ 2 points Max ] In most subjects, the purpose of the essay will be highlighted in the form of a question, which is why this criterion is called Research Question. Nonetheless, specific Extended Essay topics will allow and even encourage different approaches when defining them. With that in mind, the research question still has to be included on the title page, and an introduction of the Extended Essay format requires that. B: Introduction [ 2 points Max ] According to the IB Extended Essay Guidelines examiners must assess the degree to which pupil’s introduction highlights the relationship between the research question and background knowledge the individual already posses on the Extended Essay topic. Students should look to underline the significance and worth of this examination holistically. Overall the context of the chosen research question must be stated and examined. C: Investigation [ 4 points Max ] As indicated by the IB Extended Essay Guide our following criterion entails examining the degree to which students have planned their investigations. In essence, examiners are looking to see an extensive range of sources is taken into consideration, efficient use of data as well as implementing these elements in the right places. Overall make sure you collect ONLY relevant material that has been carefully selected as it must support the idea of the investigation. D: Knowledge and Understanding of the Topic Studied [ 4 points Max ] This criterion assesses the degree to which students are aware of the current state of affairs in the respective field they are investigating. Nonetheless, that statement has to be taken with a pinch of salt since it is referring to what a pre-university student can elaborate on and not a Masters graduate. Thus, our Extended Essay Guide encourages students to evidentiate their knowledge and understanding of the topic at hand by indicating how the investigation impacts this subject from their current academic perspective. E: Reasoned Argument [ 4 points Max ] Due to the title, it is somewhat straightforward what will be placed under assessment. The IB Extended Essay Guidelines explicitly require students to make good use of all the data or reading material collected to showcase their ideas coherently and logically. Thus, pupils may decide to argue against their research question or choose to find various ways of proving it. Keep in mind that the paper must succeed in proving or disproving the original hypothesis according to the IB Extended Essay Guide. F: Application of Analytical and Evaluative Skills Appropriate to the Subject [ 4 points Max ] Students display an appropriate use of their analytical and evaluative skills throughout each section included in their Extensive Essay structure. G: Use of Language Appropriate to the Subject [ 4 Points Max ] Appropriate use of academic terminology, language, grammar, etc. throughout the assignment. Overall the goal is to get one's ideas across to the public in a clear and concise manner. H: Conclusion [ 2 points Max ] The goal here is clearly to assess the impact of a student's conclusion. Relevancy and consistency throughout one's argument will play a significant role for examiners. Make sure not to leave any unanswered questions to tackle within the conclusion. Doing so can indicate the student's research was not thorough enough or the Extended Essay structure was not properly organized. The keys to success are to be consistent in the methods and evidence used to support one's argument as well as keeping things as clear and concise as possible without repeating the introduction. I: Formal Presentation [ 4 points Max ] As simple as it might sound at first, the following criterion concerns itself with the formal physical elements of the Extended Essay. It is utterly crucial that students are aware of these requirements depicted in any Extended Essay Guide. Again consistency is critical as students must adhere to the standard format described below in the IB Extended Essay Guidelines section. For more information on what these elements are, consult â€Å"What is an IB Extended Essay?† located at the start of our Extended Essay Guide. Sticking to a simple set of rules can end up awarding the student 4 points, which would be a shame to lose out on. J: Abstract [ 2 points Max ] Remember that regardless of what Extended Essay topics are being taken into consideration the abstract can never exceed 300 words as it will result in losing these 2 points. Make sure you include the research question being investigated, how the data or reading material will be collected as well as how one expects the investigation to conclude. K: Holistic Judgement [ 4 points Max ] The last criterion sets out to assess the qualities which distinguish an excellent Extended Essay from a fantastic one. In essence what it means is displaying a passionate intellectual initiative and a firm understanding of what the topic entails. It is highly recommended in any Extended Essay Guide that pupils seek to apply holistic judgment throughout the entire assignment. IB Extended Essay Guidelines Similar to all standardized testing systems the Extended Essay guidelines are based on common criteria, some interpreted in specific ways according to the subject. So let’s have a look at the most general ones: The assignment is compulsory for all Diploma Programme students. Make sure to meet all the deadlines, including those for drafts. It can be done in the form of an investigation or independent research on the Extended Essay topics that have been approved by the Diploma Programme. Review the May 2017 Extended Essay structure requirements form in case things have changed. According to the Extended Essay Guidelines, everything has to be typed up and double-spaced. Most institutions will recommend that this process is undergone with the help of a supervisor. Students should look to pick Extended Essay topics they are comfortable with since it is an opportunity to display one’s knowledge and understanding of the subject with lots of enthusiasm. If the student is going to create their own topic, they have it approved by the IBO and their supervisor since it has to fit within the criteria. It must be presented as a formal piece of academic writing having no more than 4,000 words. The Extended Essay will be externally assessed alongside the TOK essay to determine how many points shall be contributed to the final grade. Remember to acknowledge all sources used in solving any Extended Essay questions according to the approved academic requirements. Overall it takes approximately 40 hours of work, depending on the student, and ends with a viva voce (voice interview which will be recorded) conducted by your chosen academic supervisor (recommended). Such Extended Essay Guidelines should be given out to you by every IB institution. Nonetheless, they are quite lengthy and can take a while to get through. We hope that by reading a shortened and more succinct version of it, you will have saved some time, which you can now invest into perfecting one’s Extended Essay Outline. What are the best Extended Essay Topics? Before exploring where one might strike goals regarding their Extended Essay topics, it is essential to be aware of the examiner's expectations. The IB programme makes use of a complex system where everything is interconnected. When first confronted with the Approaches to Teaching and Learning (ATL) available topics it can get a bit confusing due to how layered the system is. First off what ATL concerns itself with are planned strategies, skills and/or attitudes designed to suffuse one's teaching and learning environment. The goal behind ATL is to help students develop in five different areas, namely: Becoming an Independent Thinker Developing Self-Management Traits Encouraging Effective Communication Exploring Social Aspects Performing Fruitful Research Thus, to help students in their grooming process and prepare them for writing some fantastic Extended Essay topics the curriculum is designed much like one of a university. Meaning each pupil must choose six courses from six distinct groups. Doing so gives one a taste of what everything entails so they may gauge what field is best suited for their Extended Essay questions. The groups go as follows: The Arts [ Theater Arts, Visual Arts, Dancing, etc. ] Individuals and Societies [ Previously known as Humanities involves: History, Geography, Economics, Business Management, Information Technology, etc.] Sciences [ Physics, Biology, Chemistry, etc.] Studies in language and literature [ English, German, French, Spanish as a Native Speaker] Language Acquisition [ Learning a new language either from scratch or at a higher level, but less knowledgeable than a native speaker as they are not eligible] Mathematics In case you change your mind on what subjects fit best one has the option to change them up to a specific date. The date is established by each institution, in particular. Nevertheless, once the period has passed, it will be physically impossible for students to catch up with the material they have missed. With that being said, each must have at least three, with a maximum of four, higher level (HL) classes while taking the rest at the standard level (SL). The difference between those is straightforward: a higher level class will require 240 recommended teaching hours and standard level a total of 150 recommended teaching hours. Now, since we have a basic idea of how the system works and what is expected of us, we can have a look at what makes Extended Essay topics shine. Most students tend to deviate from the given list of topics by adding their own unique spin to it. The best way to go about any Extended Essay questions is by having the topic based on one of your higher level subjects. Below we will provide an Extended Essay example for each of the six groups. English A1 HL: How effective was Seamus Heaney’s response in â€Å"The Pen’s view of the Sword† to â€Å"The Troubles† in Northern Ireland as shown in â€Å"Wintering Out and North†? History HL: A in-depth comparative study between Chinese and Japanese high school history textbooks depicting the acts of Japanese Aggression in China from 1935 to 1937. Visual Arts HL: To what extent has Salvador Dali’s surrealist movement impacted our interpretation of modern artworks? Physics HL: Deformation from free-falling - Investigating how the height from which we drop molten wax onto a water surface affect its size and shape. Mathematics HL: An investigation into the relationship between Pascal's Triangle and the Fibonacci sequence. Economics/Business Management HL: To what extent has the recession affected the consumption of demerit goods in China? Secret Tips and Tricks To Tackle Any IB Extended Essay Questions Phew, it has been quite a journey so far, and it’s not over yet. Since we have covered all the significant elements which need to include in your Extended Essay topics what else could be left? Well, below our talented paper writers have come up with some fantastic tips and tricks that students can put into practice quite quickly. This type of Extended Essay guide looks to get you going in the right direction so you don't have to spend countless hours correcting silly mistakes which can sometimes occur. The following segment of the Extended Essay Guide is split into two distinct sections. One is a simple list of what to do and not to do while tackling this assignment as well as some fantastic tips and tricks to help you get it done in no time. So let’s have a look at each list of these Extended Essay tips carefully and understand how they will help us get it done in time. The â€Å"Do’s and Don'ts† of Tackling Any Extended Essay Questions Since the IB Extended Essay Topics are quite challenging here is a roadmap to help you understand what the examiners are looking for. Extended Essay Dos: Look to find a topic that you have a lot of background information on. This will not only reduce the number of research hours for the Extended Essay but also make it a lot easier to get one’s thoughts organized. Get working on it as quickly as possible Go over the assessment criteria for the Extended Essay format several times, since it would be a shame to lose points for small structural errors. Maintaining a good relationship with the chosen academic supervisor is crucial. Carefully consider what the best Extended Essay Research Question might be for the assignment Try imagining the full finished essay before deciding on your final research question. Do not be shy to reconstruct the Extended Essay questions if needed entirely. However, if it involves a change in topics, then it must be resubmitted to get the IB Coordinator’s approval. Instead of being overwhelmed by the sheer size of the Extended Essay format, one should look to start by completing the requirements such as the abstract, organizing their sources and table of content or perfecting the cover page Create a schedule: Plan out the when, where and hows regarding the material needed. It should also include dates. These will be used to determine when the research period ends, when the actual writing of the Extended Essay begins, etc. Make sure to include some wiggle room just in case there are unforeseen delays. Have a clear Extended Essay Structure. Meaning one should have it ready before they start writing. It will ensure the sources being used are well incorporated into the text. Have multiple copies of the assignment on various platforms. E.g., On your PC, Laptop, Hard-Drive, Phone, Tablet, etc. This way if one piece of equipment breaks down there is a backup file. Always double-check and proofread the final version multiple times. Extended Essay Don’ts: Avoid working with Extended Essay topics which are inappropriate. Meaning they should not be too vague, broad, narrow or too confusing to answer within the Extended Essay word count. Remember this kind of assignment seeks to find questions worth investigating which students can explore passionately. Overall students should avoid Extended Essay questions that can be quickly answered as well. Make sure all the data needed to develop the paper are readily available or can be made easily accessible. Without being able to interact with these resources, it is best to choose a different topic. Avoid including irrelevant material and sources at all cost. Do not ignore the Extended Essay Assessment Criteria and references your resources accordingly as to dodge the deadly bullet called plagiarism. Do not turn the assignment into a summary or a simple report depicting a given set of facts. Construct it in such a way so that analyzing the Extended Essay Research Question remains the star of the show. Stay clear of repeating the introduction in the conclusion as it is unacceptable for this particular assignment. Never cite sources that are not included in the bibliography. Secret Tips and Tricks: Find The Perfect Balance For Your Extended Essay Research Question Quite often students tend to struggle when trying to create their perfect Extended Essay questions. The issue arises due to the topics needing to be broad enough so writing 4,000 words for them is not an issue but at the same time make sure they are narrowed down to keep them from turning into books. A great example is history students who are passionate about World War II (WWII) seeking to create their topics. It is easily understood that choosing to write about the impact the war had on Europe is primarily a book in itself. Thus it is better to look at it from a different perspective. One can instead narrow it down to the impact WWII had on the performance of German military forces from 1945-1950. As easy as it might sound in this Extended Essay guide, the best way to go about perfecting your topic is by brainstorming multiple alternatives which seem attractive. Some students work better with Extended Essay topics requiring pupils to make some sort of comparison. But how could one apply that in such a scenario? It is essential to keep in mind that if choosing to do so we must find a form of comparison tailored to enrich the context. Thus, in our case, we can take a look at how a country such as Britain saw the German military in the time period selected. Overall we would now have researched two different sources that come to offer opposing viewpoints in our Extended Essay Outline. For example, a German source would describe the militaries lack of strength as increasing local civil unrest instead of helping maintain peace. While on the other hand, the British source would illustrate how the state of the German military had to remain this way since they had proven to be a threat to the international security of Europe twice in less than 50 years. Avoid using comparisons unless they are genuinely relevant to the Extended Essay Topics being developed. If you are still unsure whether a specific comparison can match your topic the best thing to do is to consult the academic advisor. Avoid Picking Up Extravagant Topics, Stick To Writing About Something You Really Enjoy So how does one go about finding their passion for writing a fantastic Extended Essay? Quite often the answer is staring us right in the face. Despite how demanding the IB Diploma Programme can be, eventually, we all find a class that helps relieve some of the pressure since everything comes to you naturally. It is highly recommended throughout this Extended Essay Guide that students pursue their passions since they will end up spending a lot of time working on the assignment. An unexpected benefit which can come from writing an fantastic Extended Essay is obtaining a scholarship by using it as a term of reference in interviews. Let’s assume that by now you’ve discovered the most suitable subject for your Extended Essay. If it is English A1 then apparently it will involve researching what books literal motifs can create a fascinating comparison. Start by brainstorming, as previously mentioned, to narrow it down to a manageable margin or list of possible options. Usually the fastest way to complete the Extended Essay outline is by looking at what your favorite chapters were in that book or course and why. However, try not to spend more than 2 hours on this process at most to obtain satisfactory results. If it seems to need more time then perhaps it is best to consider choosing a different Extended Essay topic. Choose the Best Possible Academic Advisor: When looking to pick an academic supervisor for your Extended Essay topic, it is essential to keep a few things in mind. First off, you have to convince them to supervise your Extended Essay early on since other students might want to seek out this particular teacher as well. In a sense, it is first come, first served. Some might require candidates to submit an Extended Essay outline before being accepted, but it is always worth it. Doing so ensures one does not end up with a random supervisor who is not passionate about the Extended Essay topic itself. Another crucial thing to value is selecting a tutor who is willing to take the time to go through several Extended Essay drafts and include an extensive set of notes on what can be improved. However, with that being said the IBO states explicitly that while advisors are allowed to suggest improvements to students Extended Essay topics they can not directly engage in writing up changes for it. Thus, one can understand why there is such a high demand for a detailed Extended Essay Guide. Overall the academic advisor should spend between two to three hours with the candidate discussing the intricacies of their Extended Essay topic. In essence, the process makes the students choice quite crucial since if they pick a teacher they have no connection to, this individual might not push the student to their limits. Thus, that is why in this Extended Essay Guide we recommend pupils always select a teacher you have worked with before either in class or during an extracurricular activity. So what are the keys to getting the best possible academic advisor for any Extended Essay Topics again? Pick an advisor that will motivate you and push you to the limit Make sure you get in touch with them early on, so they are not overburdened Submit an agreement form if necessary Always ask if they are willing to take the time and review multiple drafts Avoid choosing one's favorite teacher to be the advisor, UNLESS what they teach is directly related to the Extended Essay topic. Starting Sooner Is Always Better Than Later As dull as it might sound by now, it cannot be stressed enough by any Extended Essay Guide. But as evident as it might be there is always something a lot more fun to do in high school than coming up with Extended Essay topics. However, regardless of how confident one is in their academic skills and ability to write up assignments quickly, it is nearly impossible to produce a convincing 4,000-word essay in a week or less and expect a good grade. As previously mentioned in the Extended Essay Guide the task requires students to read multiple articles, books, plays or even watch several documentaries. Thus, the sooner one gets started the faster they can finish. Despite the universal IBO curriculum, not all institutions have the same deadlines. Meaning some schools will want them handed in as early as November from their Senior year class while others will have to submit theirs by February at the latest. Usually, the task deadlines will be provided to you in advance during the student's Junior Year. Nonetheless, if this has not come up the best thing to do is talk to the IB coordinator and find a useful Extended Essay Guide. Having mentioned it several times throughout this Extended Essay Guide, we will provide you with an ideal timetable which students can use to plan out this paper: *Note: The timeline is tailored, so everything is done in advance before everything is due to help relieve some of the pressure. Establishing a clear structure is half the battle Visibly the IB loves the use of an organized Extended Essay structure. A smart way to approach such a challenge, as indicated by our Extended Essay Guide, is to have a clear introduction (2 pages max), research question, main body (up to 18 pages max usually), conclusion (1 page) and a robust, reliable set of references (separate page). Steer clear of coming up with an ambiguous abstract confusing the examiner more rather than give them a good understanding of what is to come in the Extended Essay structure. Since the Extended Essay Guide indicates the main body will take up the most space, it is best to split it up into several components or elements. This way it is easier to define one’s Extended Essay outline, especially if it is a comparison. However, for those looking to conduct various experiments, it is best to follow the scientific method style. Meaning the Extended Essay outline begins by explaining the research question, describing the research methods that will be used to collect data, present the data, analyze the data, present all the possible uncertainties the experiment carries and lastly evaluate the success of the research in the form of a conclusion. As you can see a Extended Essay will take up a significant amount of time from the student, but it is vital to make sure it comes out perfect. So what are you waiting for? Get the best essay writing help from the Essay Service today.

Free Essays on Roofs

Table of Contents I. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 A. Roofing Terms B. Rise + Run = Pitch II. Body†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 A. Seven Different Roof Structures B. Laying out a ridge beam and common rafter III. Illustrations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 A. Diagram of Roof Framing Terms B. Roofing Parts C. Uses of a framing and speed square D. Illustration of all seven-roof types IV. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 V. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..11 VI. Glossary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 1 Introduction The indication of an experienced carpenter is the ability to lay out rafters and frame all types of roofs. On most job sites, the boss lays out the different rafters and the workers make duplicates of them. Those carpenters that want to be in supervisory positions must know how to frame various kinds of roofs. Along with the various roof types a carpenter must know there are also basic roofing terms that are needed to know in order to build the roof. They are: span, rafter, total run, unit run, ridge, line length, pitch, seat cut, plumb line, and level line. The span of a roof is the horizontal distance covered by the roof. This it the width of the building measure from the outer faces of the frame. A rafter is on the sloping members if a roof frame; it also supports the roof coverings. The total run of a rafter is the horizontal distance over which the rafter rises. This is one half of the span. Unit run is the diagonal of the square whose sides are equal to the unit run of the rafters. The unit run is ... Free Essays on Roofs Free Essays on Roofs Table of Contents I. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 A. Roofing Terms B. Rise + Run = Pitch II. Body†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 A. Seven Different Roof Structures B. Laying out a ridge beam and common rafter III. Illustrations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 A. Diagram of Roof Framing Terms B. Roofing Parts C. Uses of a framing and speed square D. Illustration of all seven-roof types IV. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 V. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..11 VI. Glossary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 1 Introduction The indication of an experienced carpenter is the ability to lay out rafters and frame all types of roofs. On most job sites, the boss lays out the different rafters and the workers make duplicates of them. Those carpenters that want to be in supervisory positions must know how to frame various kinds of roofs. Along with the various roof types a carpenter must know there are also basic roofing terms that are needed to know in order to build the roof. They are: span, rafter, total run, unit run, ridge, line length, pitch, seat cut, plumb line, and level line. The span of a roof is the horizontal distance covered by the roof. This it the width of the building measure from the outer faces of the frame. A rafter is on the sloping members if a roof frame; it also supports the roof coverings. The total run of a rafter is the horizontal distance over which the rafter rises. This is one half of the span. Unit run is the diagonal of the square whose sides are equal to the unit run of the rafters. The unit run is ...

The Guns or Butter Nazi Economy

The Guns or Butter Nazi Economy A study of how Hitler and the Nazi regime handled the German economy has two dominant themes: after coming to power during a depression, how did the Nazis solve the economic problems facing Germany, and how did they manage their economy during the largest war the world has yet seen, when facing economic rivals like the US. Early Nazi Policy Like much of Nazi theory and practice, there was no overarching economic ideology and plenty of what Hitler thought was the pragmatic thing to do at the time, and this was true throughout the Nazi Reich. In the years leading to their takeover of Germany, Hitler didn’t commit to any clear economic policy, so as to widen his appeal and keep his options open. One approach can be seen in the early 25 Point program of the party, where socialist ideas such as nationalization were tolerated by Hitler in an attempt to keep the party unified; when Hitler turned away from these goals, the party split and some leading members  (like Strasser) were killed to retain unity. Consequently, When Hitler became Chancellor in 1933, the Nazi Party had different economic factions and no overall plan. What Hitler did at first was to maintain a steady course which avoided revolutionary measures so as to find a middle ground between all the groups he’d made promises to. Extreme measures under extreme Nazis would only come later when things were better. The Great Depression In 1929, an economic depression swept the world, and Germany suffered heavily. Weimar Germany had rebuilt a troubled economy on the back of US loans and investments, and when these were suddenly withdrawn during the depression the Germany economy, already dysfunctional and deeply flawed, collapsed once more. German exports dropped, industries slowed, businesses failed and unemployment rose. Agriculture also began to fail. The Nazi Recovery This depression had helped the Nazis in the early thirties, but if they wanted to keep their hold on power they had to do something about it. They were helped by the world economy beginning to recover at this time anyway, by the low birth rate from World War 1 reducing the workforce, but action was still needed, and the man to lead it was Hjalmar Schacht, who served as both Minister of Economics and President of the Reichsbank, replacing Schmitt who had a heart attack trying to deal with the various Nazis and their push for war. He was no Nazi stooge, but a well-known expert on the international economy, and one who’d played a key role in defeating Weimar’s hyperinflation. Schacht led a plan which involved heavy state spending to cause demand and get the economy moving and used a deficit management system to do so. The German banks had tottered in the Depression, and so the state took a greater role in the movement of capital – borrowing, investments etc. – and put low interest rates in place. The government then targeted farmers and small businesses to help them back into profit and productivity; that a key part of the Nazi vote was from rural workers and the middle class was no accident. The main investment from the state went into three areas: construction and transportation, such as the autobahn system which was built despite few people owning cars (but was good in a war), as well as many new buildings, and rearmament. Previous Chancellors Bruning, Papen and Schleicher had started putting this system into place. The exact division has been debated in recent years, and it’s now believed less went into rearmament at this time and more into the other sectors than thought. The workforce was also tackled, with the Reich Labour Service directing the young unemployed. The resu lt was a tripling of state investment from 1933 to 1936, unemployment cut by two-thirds (Nazi faithful were guaranteed jobs even if they weren’t qualified and if the job wasn’t needed), and the near recovery of the Nazi economy. But the purchasing power of civilians had not increased and many jobs were poor. However, Weimar’s problem of a poor balance of trade continued, with more imports than exports and the danger of inflation. The Reich Food Estate, designed to co-ordinate agricultural produce and achieve self-sufficiency, failed to do so, annoyed many farmers, and even by 1939, there were shortages. Welfare was turned into a charitable civilian area, with donations forced through the threat of violence, allowing tax money for rearmament. The New Plan: Economic Dictatorship While the world looked at Schacht’s actions and many saw positive economic outcomes, the situation in Germany was darker. Schacht had been installed to prepare an economy with a large focus on the German war machine. Indeed, while Schacht didn’t start off as a Nazi, and never joined the Party, in 1934, he was basically made an economic autocrat with total control of the German finances, and he created the ‘New Plan’ to tackle the issues: the balance of trade was to be controlled by the government deciding what could, or couldn’t be imported, and the emphasis was on heavy industry and the military. During this period Germany signed deals with numerous Balkan nations to exchange goods for goods, enabling Germany to keep foreign currency reserves and bringing the Balkans into the German sphere of influence. The Four Year Plan of 1936 With the economy improving and doing well (low unemployment, strong investment, improved foreign trade) the question of ‘Guns or Butter’ began to haunt Germany in 1936. Schacht knew that if rearmament continued at this pace the balance of payments would go crippling downhill, and he advocated increasing consumer production to sell more abroad. Many, especially those poised to profit, agreed, but another powerful group wanted Germany ready for war. Critically, one of these people was Hitler himself, who wrote a memorandum that year calling for the German economy to be ready for war in four years’ time. Hitler believed the German nation had to expand through conflict, and he wasn’t prepared to wait long, overriding many business leaders who called for slower rearmament and an improvement in living standards and consumer sales. Quite what scale of war Hitler envisioned isn’t certain. The result of this economic tug was Goering being appointed head of the Four Year Plan, designed to speed rearmament and create self-sufficiency, or ‘autarky’. Production was to be directed and key areas increased, imports were also to be heavily controlled, and ‘ersatz’ (substitute)  goods were to be found. The Nazi dictatorship now affected the economy more than ever before. The problem for Germany was that Goering was an air ace, not an economist, and Schacht was so sidelined that he resigned in 1937. The result was, perhaps predictably, mixed: inflation had not increased dangerously, but many targets, such as oil and arms, had not been reached. There were shortages of key materials, civilians were rationed, any possible source was scavenged or stolen, rearmament and autarky targets were not met, and Hitler seemed to be pushing a system which would only survive through successful wars. Given that Germany then went head first into war, the failures of th e plan soon became very apparent. What did grow were Goering’s ego and the vast economic empire he now controlled. The relative value of wages fell, the hours worked increased, workplaces were full of the Gestapo, and bribery and inefficiency grew. The Economy Fails at War It’s clear to us now that Hitler wanted war, and that he was reformatting the German economy to carry out this war. However, it appears that Hitler was aiming for the main conflict to start several years later than it did, and when Britain and France called the bluff over Poland in 1939 the German economy was only partially ready for the conflict, the goal being to start the great war with Russia after a few more years building. It was once believed that Hitler tried to shield the economy from the war and not move immediately to a full wartime economy, but in late 1939 Hitler greeted the reaction of his new enemies with sweeping investments and changes designed to support the war. The flow of money, the use of raw materials, the jobs people held and what weapons should be produced were all changed. However, these early reforms had little effect. Production of key weapons like tanks stayed low, due to flaws in design negating speedy mass production, inefficient industry, and a failure to organize. This inefficiency and organizational deficit were in a large part due to Hitler’s method of creating multiple overlapping positions which competed with each other and jostled for power, a flaw from the heights of government down to the local level. Speer and Total War In 1941 the USA entered the war, bringing some of the most powerful production facilities and resources in the world. Germany was still under-producing, and the economic aspect of World War 2 entered a new dimension. Hitler declared new laws – the Rationalization Decree of late 1941 – and made Albert Speer Minister of Armaments. Speer was best known as Hitler’s favored architect, but he was given the power to do whatever was necessary, cut through whichever competing bodies he needed, to get the German economy fully mobilized for total war. Speer’s techniques were to give industrialists more freedom while controlling them through a Central Planning Board, allowing for more initiative and results from people who knew what they were doing, but still kept them pointed in the right direction. The result was an increase in weapons and armaments production, certainly more than the old system produced. But modern economists have concluded Germany could have produced more and was still being beaten economically by the output of the US, USSR, and Britain. One problem was the allied bombing campaign which caused massive disruption, another was the infighting in the Nazi party, and another was the failure to use the conquered territories to full advantage. Germany lost the war in 1945, having been outfought but, perhaps even more critically, comprehensively out produced by their enemies. The German economy was never functioning fully as a total war system, and they could have produced more if better organized. Whether even that would have stopped their defeat is a different debate.

Mideast Conflict essays

Mideast Conflict essays As America faces another showdown against Iraq, the Mideast conflict is possibly the single most important factor for our countrys war against terrorism. To fully understand the Israeli-Palestinian conflict, one must know the history of the region. This paper will attempt to provide an objective view on the situation and offer a plan for lasting peace in the region. An individual might begin this discussion in early times (3000 B.C.). However finding solid, factual data from this period is challenging, and often the facts vary depending on from which perspective the data is written. Obviously, this land has been contested since the beginning of time. Following is a rough timeline of events that shaped the current Middle East situation. Statements in a standard font are generally facts, which both sides agree upon. Statements in bold type are comments that are generally neutral. Statements in red type are the Palestinian, Arab viewpoints. Statements in blue type are the Jewish, Israeli viewpoints. 1. Jews and Arabs pray to a different God. Both sides claim that the West Bank is the center of their homeland. 2. In World War I, Britain gained control of the land of Palestine with Arab aid. After Britain gained control of the region, they promised Jewish leaders a national home in the land of Palestine. Britain also promised the creation of an independent Arab state. Both sides generally agree to this statement. 3. The British mandate officially began in 1922, which was approved by the League of Nations. The White Paper (1922) stated Britains policy of aiding Jews return to their homeland. Additionally, there were limits placed on the number of Jewish immigrants that should be admitted into the region. This statement is also generally agreed upon. But, the number of Jewish immigrants was supposed to be limited to 25,000, but the actual number of immigrants was closer to 50,000. This ...

Synthesis Paper Nature Themed Term Example | Topics and Well Written Essays - 1000 words

Synthesis Nature Themed - Term Paper Example Moreover, as the analysis will indicate, the authors both use a level of subtle persuasion via exquisite description to engage the reader with the ultimate take-away that their respective pieces exhibit. Edward Abbey’s â€Å"The Serpents of Paradise†, describes a very rural and natural environment that is only punctuated by man’s presence within the story. As the author looks out over the rough and natural landscape, he is made aware of the fact that nature springs from all corners and would otherwise forget that he was even in the story should he not make his presence known. Although a great deal of the story centers around the interplay that takes place between the author, the rattlesnake, and the gopher snakes, the ultimate point that is exhibited over and over again is the fact that the environment itself is practically oblivious to his presence. Although unstated, what this serves to impress upon the reader is the way in which mankind is merely like every ot her naturally occurring plant or species, limited, finite, and soon to pass out of existence. Such a realization is further impressed upon the reader by the fact that the nature in Abbey’s story is, unless disturbed or made aware of his presence, completely oblivious to the fact that he exists in the first place. This serves to impress upon the reader a further level of appreciation for the processes and exposition of life within the natural world due to the fact that these representations are so unaware of humanity’s impact that it is and should remain up to the human guardians of such habitats to ensure that no harm or disruption comes to the creatures that dwell within it and call it home. Such a representation of live and let live is of course referenced with regards to the way in which Edward Abbey deals with the rattlesnake at his back door steps. Says Abbey, â€Å"There’s a revolver inside the trailer, a huge British Webley .45, loaded, but it’s o ut of reach. Even if I had it in my hands I’d hesitate to blast a fellow creature at such close range†¦it would be like murder† (CITE). This representation of such a passive approach to the environment and its right to coexist peacefully in a habitat invaded by humans is a point that Abbey discusses throughout the course of his brief short story (Luke 173). In much a similar and comparable way, the needs of the environment and nature to continue on unabated in the processes that they have engaged in since the beginning biological life is illustrated by Linda Hogan in her piece entitled, â€Å"Walking†. In much a comparable way to Abbey, Hogan spends the bulk of her analysis describing the natural landscape that greets her eyes as a result of the walk that she takes around the property she has come to call home. In this way, many of the same reverences for nature and the role that it plays, ignorant of the sheer existence of humanity, is brought to the reader ’s attention. Says Hogan, â€Å"In this one plant, in one summer season, a drama of need and survival took place. Hungers were filled. Insects coupled. There was escape, exhaustion, and death. Lives touched down a moment and were gone†

Approaches to Standard Setting in Accounting Essay

Approaches to Standard Setting in Accounting - Essay Example The body also cited the reasons at which it was setting these accounting settings and some of them included; to give users of accounting information about their financial situation, their financial performance, and the financial conduct of a firm (LeRoy, 2007). Another reason was to assist public accountants with steps to enable them perform their work with care in offering their services in the accounting market. These standards were set so that all financial statements were consistent and had the ability to describe their financial performance. These accounting standards can also be known as Generally Accepted Accounting Principles (GAAP), they are generally accepted because there is an authoritative accounting body that set them and the body oversees the implementation of these standards. Without these standards the consumers of financial statements would need to learn accounting rules of different firms, this would be a difficult task for multi investors to compare these financia l statement accounting rules. Some of the bodies that regulate these accounting standards are the Securities and Exchange Commission (SEC). This body was formed to establish these accounting standards for the public traded firms. ... Then the financial Accounting Standards Board (FASB) was created after the wheat committee suggested the replacement of the GAAP board with new standards. After the dissolving the FASB board a new board International Accounting Standards Committee (IASC) was formed in 1973. This board was created to encourage a worldwide implementation of the accounting standards. This board was succeeded by a private sector body that was structured in a similar way as FASB (Sharpe, 1982). The accounting standards and regulations are very important. This is because they regulate accounting assumptions and methods. They also enable us to have consistency in the methods that are used to organize company’s financial statements. Although there are differences within these regulations, reliable conclusions can be deduced when comparing firms’ financial data for specific industries. If there were no accounting standards then the people who use financial statements like investors, banks and ot her institutions would require learning these accounting rules in a different manner for each firm. The accounting standards instill relevance to day to day accounting procedures and processes; this results into better financial performance from firms and represents faithfulness and accuracy (Sharpe, 1982). These standards ensure that neutral information is used hence eliminating the possibility of biasness in the financial statements. They give relevant information by enabling investors to know their specific points of investments to make. They save a lot of time since they give or point out clarity in the financial statements. The growth of financial transactions is making the compliance with accounting standards become an issue which require addressing immediately

Only for Expert in Public Administration (Texas), (comprehinsive exam) Assignment - 1

Only for Expert in Public Administration (Texas), (comprehinsive exam) II part - Assignment Example The local governments on both secured and unsecured property on the other hand levy property taxes. Other taxes for local governments come from franchise fees, business license tax, parimutual taxes and many others. The third main source is from licenses, permits, fees, and receipts. These rates are charged from all manner of contractors within the locality (Aronson & Schwartz, 2007). Local governments also source their finances from both external and internal loans to finance projects. The external loans are sourced from banks or financial institutions while the internal loans are sourced from their own internal savings such as the capital development funds or the Consolidated Loan Fund that form part of the internal loans for a local government. While the internal loans are quite cheap hence can be afforded to finance the budgets, the external loans are expensive since they attract high interest rates hence not a wise way of financing a capital budget. The local governments also get fund from the contributions from revenues which results as a result of purchasing a capital item, it pays from the operating income from the year of purchase and it is used to pay for small capital items in most localities given that it does not attract any interest payments (Aronson & Schwartz, 2007). National governments may also extend grants to local governments on application w hich if combined with donor funds form a substantial source of revenue to help in incurring developmental and capital expenditure. The sources of funding a local government can therefore be categorized into two major categories namely, government transfers and the revenue instruments that the government controls hence its empowered to raise its own revenue as discussed above. As indicated above some municipal services are paid for by the individuals or the public who use them. The charges by the municipalities on the services are called† tariffs† and the tariffs should be affordable both

What factors will be relevant in resolving this dispute and how will Essay

What factors will be relevant in resolving this dispute and how will they be applied by the court in this case - Essay Example Of course, Kev does hold ownership of the mansion and can enjoy the profit from it if any. However, he is not entitled to sell it or insist Agatha to vacate the mansion. Also, section 12 of the Act states that â€Å"beneficiary is entitled to an interest in possession in land subject to a trust of land is entitled by reason of his interest to occupy the land†1. Section 14of the Trust of Land and Appointment Trustees Act 1996 specifies court’s power in preventing the disposal of property. The law further denotes that selling the property should be â€Å"free of any equitable rights† which does not apply in this case. Similar to this case, a recent judgment on a case study of Jones v Kernott (2011) UKSC 53 reveals the fact that the person’s interest on the property should be recognized and fulfilled as he has 50:50 share or ownership on land or property2. Hence, in this case Agatha has to make only certain amount of compensations if Kev does not experience any benefit from the property. No law of the country would ever prevent her from staying at the mansion for the rest of her life. A jury would always observe a person’s state of mind, intension, and whether it hurts any of the partners in some ways or other. In this case, Agatha’s desire to remain in rambling mansion has to be accepted, because she as the co-owner and an aged woman deserves caring consideration for every cause. On the flip side, when one considers the demand of Kev, his claim does not point to any loss he experiences because of Agatha’s stay. Since he does not have a clear reason to support the immediate sale of the mansion, his argument would not sustain in the court of law. TLATA always intends to ensure peace and harmony. Agatha may have to make certain level of compensation if Kev proves that he does not get any benefits from the mansion. But such claims of Kev should have valid proofs and

Blaise Pascal and the Theory of Probability - Why it is important and Research Paper

Blaise Pascal and the Theory of Probability - Why it is important and the implications of this contribution - Research Paper Example Throughout history, various theories and principles had been laid down by mathematicians to further strengthen and deepen the study of numbers, space and computations. Numbers have been the characters used in math while letters are usually used in language. The operations and proofs that are done throughout the development in the field of mathematics give way to the modernization and advancement of the human mind. One of the theories that led to the advancement is the Theory of Probability. The Theory of Probability comes from the word probable and the adjective probably. â€Å"Probably† is usually used in casual conversation like: Caesar probably visited Britain. The outbreak of a nuclear war is less probable now than it was 10 or 15 years ago. The likely winner is Miss Florida. The expanding universe theory is probably true. The door is probably locked. (Weatherford, 1982, p. 2) The word probably cannot describe probability in a specific way as adjectives are descriptive wor ds. Once probably is said, it describes an object qualitatively. Probably pertains to qualitative description of frequency. Most people do not use probable in a mathematical sense as that word can also mean â€Å"possible, conceivable, plausible, reasonable and typical,† (Gigerenzer, 2007, p. 95). ... 1). In addition, uncertainty is concerned with the unknown or the insufficient information regarding the present and the future. The degree of uncertainty is linked with risk. Risk is the uncertain result which can be positive or negative. The positive risk is called opportunity while the negative risk is threat (Cretu, Stewart and Berrends, 2011, p. 4). Probability allows people to have calculated assessment of the unknown outcome. The theory can be elaborated in three ways as discussed in the succeeding paragraph. The Theory of Probability can be discussed using a classical method, simple property method and statistical method. Using classical method, the theory provides a standard measure for determining the uncertainties in the occurring events. Classical method can also be called mathematical method as an equation can be used to represent the theory: P (A) = n/N = No. of outcomes favorable to A/No. of outcomes in ? = v (A)/v (?) Where A = the event or subset of interested outcom es n = the number of outcomes ? = the set of all outcomes v (?) = the number of sample points in ? v (A) = the number of points in A (Bhat, 1999, p. 2) Another way of elaborating the Theory of Probability is through the use of simple property method. Additive property of addition is the basic form of probability theory. The following can illustrate the property: P (A?B) = P (A + B) = (m + n)/N = (m/N) = P (A) + P (B) [†¦] Probability function possesses the following properties: (i) P(A) ? 0, (non-negativity); (ii) P(A1 + †¦ + An) = ?n1 P(Ai), (Additivity), (iii) P(?) = 1 (normed) It follows immediately that P (?) = P (A + Ac) = P (A) + P (Ac) = 1, P (Ac) = 1 – P (A) ? 0, and hence 0 ? P (A) ? 1. Since P (?)

The Importance of Dreams in The Death of a Salesman Essay Example for Free

The Importance of Dreams in The Death of a Salesman Essay The play essentially portrays The American dream, how it can work and also how sometimes it doesnt. The American dream represents how if a man is willing to work hard all his life, he will get some where. Willie, a husband and father of two, has worked hard all his life, but now, old and tired wonders where his promised fortunes are. He lies to his family about his pay, and dreams about his glorious past, in a glorified way. Willie is just an ordinary family man trying to survive in America, he is a typical man with nothing special about him, and he has never done anything special which any other man couldnt do. He thinks however if he works hard enough he will make something of himself, just as his brother Ben did. The story tries to illustrate the point that there are many men in Willies situation: Pop, Im a dime a dozen and so are you. This is autobiographical in a sense as Miller changed environments during the depression and found how hard his father had to work and didnt earn much. Dont say hes a great man. Willy Loman never made a lot of money. His name was never in the paper. Hes not the finest character that ever lived. But hes a human being, and a terrible thing is happening to him. So attention must be paid. Hes not to be allowed to fall into his grave like an old dog. Attention, attention must finally paid to such a person. The story of his brother making a fortune really drives him to work harder, his brother is seen in many of his dreams, it is one of his most vivid dreams, and unlike any other is repeated throughout the story, Willie is first drawn in by the American dream because he sees how it can work in Ben, he idolizes him to such an extent that he cant remember much of what he says just: When I was seventeen, I walked into the jungle. And by twenty-one, I walked out. And by God, i was rich! Willie is old and going senile, he cant come to terms with why he cant make more money and how others around him are. He thinks that the well liked will get further than those that arent well liked, we can see this in how he thinks his son will get further in life than his neighbors son. We see this in a dream of his past, but as the story moves back into the future we realize who actually achieves in life. Willie doesnt like his neighbor and in the past regularly talks down about him but as time moves on he depends on him, he borrows money off Charlie and doesnt pay him back. Willie is to proud to let anyone help him, when his Charlie asks if he needs help he is quick to refuse the offer of a job, even though he needs it. Dreams are used as a way of comparing the past and the future. Willie uses it to compare how great everything was and how bright the future was, the reader also sees this. Biff in the past is portrayed as a strong leader with an ambition, this is shown as him as the Football captain and trying to get into college. In the present he is shown in a completely different light, he is unemployed and doesnt know what he wants to do with his life. Willy also uses his dreams to relive the things he did wrong, he feels guilty and blames himself for how Biff turned out. After Biff found out about the affair he loses his ambition and calls Willie a fake, Willie sees some truth in this and is hurt. He always exaggerates about how much people like him; we know this by how he confides in his wife about how he thinks people laugh at him. Hap and Biff both see Willies dream as sign of him going senile and want to help him, Linda on the other hand has accepted it and just wants to get on with life, she sees it as him coming to terms with their current situation, this is a bad thing however as she is just fueling his dream and not letting him give up, she is caught up in Willies lies, she also doesnt allow Biff to show Willy what he is doing. In trying to help she is destroying, this is ironic as the mother is usually thought to be the creator and nurturer. The story shows how time changes and breaks a man, if Willy loman of the past and present were switched they would not be able to survive, the present Willy loman would never be able to be the idol Biff and Hap loved. They are in essence two different people. Biff through time has also changed considerably, hap once behind Biff in everyway has worked hard and is now ahead of Biff in how much he earns. Willy takes the American dream in a totally different light as Biff, Willy thinks that by working hard he will climb the ladder and earn money, the money making him happy, Biff on the other hand doesnt enjoy working hard and moving up in the business world, he instead finds happiness working outside earning just enough to get by. Biff can see past the riches Ben has acquired, which Willie is striding for and knows not everyone is as lucky as he is: To suffer fifty weeks a year for the sake of a two-week vacation. He can see how much his father has worked for the dream but looks beyond that and knows Willie is working for the wrong dream: He had the wrong dreams. All, all wrong. After Willy dies we see the two brothers, one following in his fathers footsteps and taking the exact same route, maybe culminating in another death and Biff ready to work outside after seeing the tragedy of the American dream. Hap is starting to live the American dream but is already starting to see its flaws: My own apartment, a car, and plenty of women, and still, goddamit, Im lonely. Willie ultimate aim is to life the end of his life a success, he wants to die like Ben. He views Ben as his Idol, near the end of his life, he can see his dream being unreachable and suicide is close to his mind: He died the death of a salesman, in his green velvet slippers After many years of hard work Willie in the end understands how misguided his efforts really were, he realizes the only way for him to rectify the situation is by killing himself. After all the highways, and the trains, and the years, you end up worth more dead than alive. Before he does so he plants some seeds, even though he knows the land is infertile as a sign that maybe one day his sons may achieve where he failed, effort is worth nothing if its not well placed.

Virgin Atlantic Market Segmentation

Virgin Atlantic Market Segmentation Provide a hypothetical ROMI analysis if Virgin spent an extra  £5m in marketing based on a 25% margin, 10% for costs, against  £500m in sales, what is the break even on the  £5m extra investment, provide the calculations and critical analysis. INTRODUCTION The marketing department is certainly at the heart of any organization, since it is responsible for setting, implementing, and evaluating marketing strategies to meet the customers wants and needs, and to retain customers so as to build profit and sustain the business. Smith and Rapin (2008) stated that marketing success is always driven by a thorough understanding of the market and a set of strong marketing strategies. They have advocated measuring the marketing performances of many companies in recent years. This trend of measuring marketing activities also was noted by McDonald and Mouncey (2009), who observed that increasingly, boards of directors and marketers desire to evaluate market performances to show how marketing boosts shareholder value and whether a firm is accomplishing its marketing objectives. There is a need to understand the business, to develop a framework, and to quantify the performance of marketing objectives and programmes. Furthermore, Ambler (2003) defined the term marketing metrics, which is a measure of the whole businesss marketing performance, and suggested employing a portfolio of metrics to increase the accuracy of the results. Rust et al. (2004) found that a company employing market metrics to forecast future uncertainties and directions has enhanced resource allocation, since better decisions can be made by drawing on lessons from the past. Therefore, measuring marketing performance, a company can improve its marketing efficiency and effectiveness, identify its strengths and weaknesses, establish precise insights between the investment in marketing activities and the financial value that investment generates, and so forth. The purpose of this essay is to develop a practical framework of marketing metrics for Virgin Atlantic Airways to measure its marketing efforts and identify its challenges. The essay begins by (1) presenting the business model for Virgin Atlantic Airways, (2) identifying the correct marketing metrics for Virgin Atlantic and evaluating those, and (3) calculating the marketing performance by computing the return on marketing investment (ROMI) of the campaign spending and a break-even analysis of the airlines new offer. PART I BUSINESS MODEL OF VIRGIN ATLANTIC AIRWAYS Company Overview Virgin Atlantic Airways Limited (Virgin Atlantic) is Britains second largest long-haul international airline. Apart from scheduled services, Virgin Atlantic operates cargo transport services, flies to 31 destinations around the world using 37 aircraft, the average age of which is approximately six years (it has one of youngest fleets worldwide), carries nearly six million passengers each year, and employs nearly 9,000 people currently (Civil Aviation Authority, 2009 a; Virgin Atlantic, 2009 c). Virgin Atlantic is a subsidiary company and the best-known business in the Virgin Group Ltd. (Virgin Group), which possesses a 51% stake of it, with the remainder having been sold to Singapore Airlines so the two airlines could operate together as a strategic partnership (Virgin Atlantic, 2009 c). Virgin Atlantic was founded in the U.K. in 1984. Its founder, Richard Branson, was motivated by three problems of the airline industry in that time: flights were expensive, companies lacked innovation, and long-haul flights were monotonous and uncomfortable (Twivy, 1986). Therefore, Richard established Virgin Atlantic and differentiated its brand with other airlines by positioning fun, quality, and innovation as its core brand values. This can be seen from the airlines vision statement: to provide the highest quality innovative service at excellent value for money for all classes of air travellers. Its objective is to fly a profitable airline that people love to fly and where people love to work (Virgin Atlantic, 2009 c). Virgin Atlantic is a company setting a new standard for the industry. It was the first to break the cabin hierarchy from a three- to two-class system, to install individual televisions on the seat backs in economy class, to introduce a fully flat sleeping bed in upper class, and to fly using bio-fuel at 30,000 feet (Twivy, 1986 Virgin Atlantic, 2009 c). Its innovative and unique offerings are great contributing factors to its having won many business, customer service, and trade awards worldwide. To sum up, the offers and value that Virgin Atlantic gives were a marked revolution for the airline industry. Business Map The map above is created by summarising from the student information pack, Financial Information Press Kit Full Press Information Kit 2009 at virgin-atlantic.com. (Notice: The customer section indicated above is only concerned with the passenger market). Appendixes A and B describe Virgin Atlantics current strategies and market segmentation. Industry Highlights The airline industry can be classified as either business logistics or passenger. Those that specialize in air-passenger transport can further divided into scheduled and non-scheduled services. In recent years, the low-cost carriers of the scheduled market have grown rapidly, while the high-cost carriers are continually struggling to grow (Manley, 2009). Many airlines offer three flying classes for its passengers-first, business, and economy class-and they set different prices for the different segments. In terms of the consumer, the purchaser may not be the ultimate user of the service, so it is necessary for airlines to recognise the different needs of decision makers and users. Recently, the industry has been suffering during the economy downturn. In such conditions, more companies tend to downgrade their travel policies, so first and business class flights are being decreased sharply (Shaw, 2007). For airlines to maintain their business, they always have to pay for high operating and fixed expenditures (Civil Aviation Authority, 2009 b). Furthermore, economic, political, and legal changes, weather, and changes of fuel prices can have a significant impact on airlines (Manley, 2009). Many airlines attempt to cooperate with other similar airlines to serve more destinations, to be more convenient for customers, and to retain customer by rewarding with frequent flyer miles. (Appendix C describes Detailed Industry Overview) SOWT Analysis SWOT analysis is a tool that illustrates a companys strengths and weaknesses (its internal environment) related to its competitors and what opportunities and threats it faces (its external environment) (Capon, 2009). Virgin Atlantic strengths are its strong brand image, its innovation for setting a new industry standard, its excellent customer service products, its close interactions with its customers (Virgin Atlantic, 2009 a), and its strategic alliances with other quality airlines that offer more destinations (Virgin Atlantic, 2009 c). Its weaknesses are that it is too reliant on Branson (a sharp drop in sales occurred after Bransons death), weak in the economy class-leisure market, and offers only limited destinations. Its opportunities are to target new segments of customers due to the aging of the population, to improve its service quality to become a five-star airline in Skytrax, and to reach more destinations to increase its market share. It is vulnerable  (threats) to losing its customers due to the open-skies agreement (less regulation of flights between the E.U. and the U.S.), to intense pressure from the rapid growth of low-cost carriers, recession, new industrial regulations, terrorist attacks, and soaring oil prices. (Appendix D and Appendix E discuss PESTEL analysis of the airline industry and Competitors analysis for Virgin Atlantic) PART II MARKETING METRICS FOR VIRGIN ATLANTIC AIRWAYS After reviewing of Virgin Atlantic, I would recommend a number of crucial marketing metrics, which can be categorised into the following four performance aspects: financial-related (or shareholder), market-related, brand-related and customer-related. The following paragraphs explain why these were selected and discuss the measurement needs and impacts on the decision-making process of each metrics. Finally, recommendations and limitation of the framework are drawn. Profit is the most important factor for a company to survive. Kerin and Sethuraman (1998) pointed out that marketers always monitor financial performance because increasing earnings and cash flow turnout increases shareholder values made, and all marketing activities are funding by it. Therefore it is need to measure the financial-related performance which at least three metrics can used to monitor Virgins profit and cost how efficiency of Virgin spend and generate profit-return on marketing investment (ROMI), return on sales (or profit margin), and net sales contribution. Firstly, return on marketing investment is the percentage of net profit generated by marketing activities divided by total marketing expenditures. ROMI measures how marketing expenditures contribute to profits and is used to insight into the profitability of Virgins marketing activities. Secondly, return on sales is the net profit as a percentage of the sales revenue, which measures how company efficiency generates profits from sales turnovers and downplays spending, since net profits are equal to sales revenue minus total cost. Virgin Atlantic can use the above metrics to understand itself and the market by comparing these metrics against its key competitors or industries. Other important indictors related to financial performance include sales, gross profits, profit before taxes, and liquidity ratio, which do not require metrics since they can be easily obtained from the companys financial statements. Ambler (2003) observed that managers always concern the financial performance, and ignore other non-financial activities, for instance, sales is driven by customers indeed. Therefore customer is definitely needed to measure. Before marketing department is responsible for attracting and retaining customers-without customers, identifying who target customers are is also important, how they generate profit to Virgin. So, retention and churn, customer profitability, customer lifetime value, and net sales contribution can include. Firstly, retention rate is the percentage of customers a company is able to retaining over time, which also measures customer loyalty, while churn measures the percentage of customers lost. If the retention rate is low, the company has to spend more effort to retain its customers since it costs less than attracting new customers. If it is high, marketers should investigate the profitability of its relationships; to measure this, customer profitability can be emp loyed. Customer profitability is the profitability of customers based on the differences in customer revenue and cost, helps the company identify the most profitable customers. Farris et al (2006) suggest a process to calculating it: sorting customers net profits, grouping customers by the customers profits in 10 deciles, then it can show the distribution of profit generated by each group. Normally, the profitability of the top group is between 150 to 300% (ibid). Fourthly, customer lifetime value is an estimation of the customer value in the number of years the customer is expected to purchase a given product, which measures the worth of a customer as a loyal purchaser of the companys products or services. It is important to be aware that metrics are rough estimations since input data is difficult to predict and may change over time. Fifthly, net sales contribution is the sales generated from a specific segment divided by total sales. It measures how well the segment performed with in all segments and insights which segments contribute the most to sales. The metrics mentioned above are valuable to mangers to identify profitable customers and which marketing programs can be developed to reinforce the customer relationship with them (Davis, 2007). Other important indictors related to customer performance include purchase frequency, average amount per transaction or sales, and the number of customers or new customers from transaction support systems. Market performance and trends directly link to financial result, and are indictors for manger since they would know how potential of the market. No surprising, the measurement of market-related aspects is also needed. The break-even analysis, market share and growth, and category share, can be included. Firstly, break-even analysis is a tool for projecting the use of a new product or service, which measures how many units will be required at a certain price to reach the break-even point. It can show how changes in price affect sales levels or how many years it will take to break even (Paek, 2000). Therefore, if the market size is not big enough, it is probably not to serve. Secondly, market share is the percentage of Virgins shares owned within the whole market which can calculate by the number of customers or sales value. Market growth is similar to market share but shows the percentage increase of this year compared with previous years. Thirdly, category share is the percentage of the number of customers who purchased an item of a specific brand divided by the number of customers who purchased an item under a specific category, measuring the popularity of a brand. Over time, market share, market growth, and category share provides marketers insight about Virgins performance sales against its competitors by monitoring the growth of the company and its competitors and consumer trends within the market, but category share shows more details about category growth, for example, whether customers were acquired from competitors or if total users were gained under the same category. According to McDonald, M. and Mouncey, P. (2009), brand account for at least 20 % of the companys asset, it helps customer to distinguish the company and its product among competitors, so it is indispensable to measure, but the challenges are many approaches available and difficult to qualify. The measurement of brand-related for Virgin can include brand awareness and loyalty, and customer satisfaction. Firstly, Brand Awareness measure the proportion of potential customers and consumers recognised the brand while brand loyalty is measured by usage, how was the frequency customers purchased a brand. Awareness, loyalty top of mind (the first brand in a customer mind within a given category), attitudes (the degree of customer belief towards a given brand) can simultaneously be measured by conducting a survey. Those can insight the brand location in the customers heart which influences customer purchasing behaviours and the sales. More importantly, recognizing consumer and non-consumer g roup is needed since results of them is always different (Gupta Lehmann, 2005). Secondly, customer satisfaction is a rating to measure customers experiences on specific aspects, also measured by a survey. It shows how well of their offers meets customers expectations. However, the selection of survey respondent should be careful, high satisfaction may not mean all the customers are satisfied; some disappointed customers may simply leave from the company to competitors before the company noticed. Measuring marketing metrics is a continuous process, which should be done regularly (Patterson, 2005). Over time, metrics can illustrate the effectiveness of marketing strategies and tactics and market changes. More importantly, the measurement methods of metrics also changes over time; methods currently employed are considered state-of-the-art. Although Virgin can use the above models, still reminding other intangible factors cannot be measured, such as relationships, reputation and trust, culture and values, skills and competencies, knowledge, and processes and systems. These are important because of generating value for a company, and account for the majority of a companys assets (McDonald and Mouncey, 2009). In conclusion, the metrics recommended to asses Virgins marketing outcomes involve the following performances areas: financial-related (or shareholder), market-related, brand-related and customer-related. Working with these metrics Virgin can monitor its revenue and spending, identify and retain the valuable customers, identify the chance expanding its market, insight customer perception towards the brand. PART III MARKETING CAMPAIGN FOR VIRGIN ATLANTIC AIRWAYS Marketing Challenge and Strategy Virgin Atlantic feared that the E.U./U.S. Open Skies Agreement, introduced in March 2008 (Stewart, 2007), would have a negative impact for the future of its market share. Virgin Atlantic may lose part of its customers, since 40% of Virgin Atlantics business class-travel now is between the U.S. and Europe (Foresight, 2008). No doubt Virgin Atlantic needs to retain its customers or to expand into other new markets. According to the World Tourism Organization, the route that serves the most passengers between the U.S. and London airports is between London and New York (ibid.). Virgin Atlantic plans to offer frequent business travellers an exclusive private luxury flight experience, operating a twice daily flight between London and New York, and pricing the ticket at  £1000. Virgin Atlantic also decided to initiate a marketing campaign by using TV commercials and outdoor advisements near the airports to raise Virgin Atlantics brand awareness among business travellers who fly often between New York and London. The target audiences are frequent flight business travellers or upscale leisure passengers (those who fly an average of ten times a year), male, aged 25 to 65, with more than  £50,000 income per year. The following section employs two metrics, the break-even analysis and return on marketing investment, to forecast and measure Virgin Atlantics marketing performance. Assumptions: the objective profit margin for the campaign was expected to be 25 %; the 10% overhead on its sales generated; the extra sales generated by the campaign are  £15 million; the operational and variable cost for flights twice a daily per year is  £24 million; the extra marketing expenditure for the campaign is  £ 2 million; the price of a flight is  £1,000; the average number of flights per consumer is ten per year; the net profit contribution is 24 %; the year of customer loyal and purchasing the tickets 10 times a year is 5 years. Calculation of Break even for new business-classes flights Customer Equity per year= price of flight * average flight times a year =  £1,000 * 10=  £ 10,000 Customer Lifetime equity= Customer Equity per year * period of year remains as a frequent flight business travellers =  £ 10,000*5 = £ 50,000 Customer Lifetime net profit= Customer Lifetime equity * Net profit contribution = £ 50,000 * 0.25= £ 12,500 Number of customers need to Break-even= operational and variable cost for flights twice a day per year / Customer Lifetime net profit = £ 24m /  £12,500 = 1,920 If Virgin Atlantic can have 1,920 frequent flight customers who purchase the flight for 5 years, and 10 times per year, then this project will reach break even points. Calculation of ROMI Campaign profits = assumed profit margin * extra sales generated = 25% * £15 million = £3.75 million However, the campaign was overhead 10% in the  £15 million sales, Extra cost for campaign= overhead percentage * extra sales generated = 10% * £15 million sales = £1.5 million Net profit generated from the campaign = Campaign profits -Extra cost for campaign =  £3.75 million- £1.5 million =  £ 2.25 million. ROMI = (Net Profit generated from the campaign / Campaign cost) *100% = ( £ 2.25 m /  £ 2 m)*100% =112.5 % The result of ROMI is positive which means that marketing spending is deemed. As the extra cost  £ 2 million is needed for the campaign, the break even point will be changed as follows: Calculation of Post-Break even for new business-classes flights with extra cost in marketing. Customer Equity per year= price of flight * average flight times a year =  £1,000 * 10=  £ 10,000 Customer Lifetime equity= Customer Equity per year * period of year remains as a frequent flight business travellers =  £ 10,000*5 = £ 50,000 Customer Lifetime net profit= Customer Lifetime equity * Net profit contribution = £ 50,000 * 0.25= £ 12,500 Total cost for flights twice a day per year = operational and variable cost for flights twice a day per year + extra marketing cost =  £ 24 million + £ 2 million = £ 26 million Number of customers need to Break-even= Total cost for flights twice a day per year / Customer Lifetime net profit = £ 26m /  £12,500 = 2,080 The break-even analysis indicated that Virgin Atlantic will need 2,080 frequent flight customers who will purchase the flight ten times per year for five years to reach the break-even point for the whole new route with the new marketing campaign in play. After reaching 2,080 customers, the company will start to make a profit. The break-even analysis is computed twice to show the different outcomes if extra marketing spending is added. In fact, as the costs increase, the number of customers needed increases as well. Therefore, if the managers believe it is easy to reach the break-even point, the airline is likely to launch this route. As the break-even analysis uses customer lifetime equity for the calculations, it is possible for that the break-even point may fail to be met in the short term, but for long-term outlooks and for retaining customers, it still can be profitable (Dwyer, 1999). The positive ROMI indicates that the activity is healthy. If ROMI is equal to 100%, this means the marketing campaign will break even. To compute the ROMI, the cost is needed, as Amber (2003) mentioned that sales revenues may not increase immediately after advertising begins, and it is difficult to determine whether the costs belong to the marketing department. Furthermore, spending decreases can result in maximizing the ROMI, so balancing expenses with marketing expenses with ROMI is also important (Lenskold, 2004). (3392 words)

Race and Social Class :: essays research papers

â€Å"I can’t help it, that I am Black.† â€Å"Why can’t people except me the way I am?† â€Å"Do you want me to go hang myself?† Surprised that someone would say this things still in this century, well don’t be because race will always be there. These are the things that were said by a floor mate of mine name Shelly. She is so nice but she is always upset because this guy name Mike makes remarks about her and she can’t say or do anything to change how he feels. She got drunk last night and she said everything that was on her mind to Mike and all he did was walk away. The reason I told you about Shelly because she is only one of those many people who go through torcher from other people. I thought that what Mike was doing to Shelly was unfair because she and her family has worked so hard to be where they are today. To my knowledge, Shelly’s parents are probably middle class and are fitting in the society. On the other hand, Mik e’s parents are in high class level and I think that is why he is the way he is towards Blacks. He once told me that he has never lived in the same area as a Black family.   Ã‚  Ã‚  Ã‚  Ã‚  William Julius Wilson determines life chances and the important factors of social class. He is a Black man from Harvard University. He wrote a book called â€Å"Declining Significance of Race†. Wilson has many arguments, he argues that the city has low skilled people with low income, while the suburbs has more high class opportunity and so the suburbs have more high class people. He also argues that addressing the needs of the underclass cannot be based only on race, instead he says â€Å" it’s quite clear to me that we’re going to have to revise discussion of the need for WPA style jobs. Only these more structurally based programs, open to all in need, are likely to garner political support among the majority and to address the deep-seated problems that changes in the global economy have wrought†(Time, June 17, 1996:57).

Kelly Flinn :: essays research papers

Kelly Flinn, author of Proud to Be: My Life, The Air Force, The Controversy, was born on December 23, 1970, in St. Louis, Missouri. When she was 12, she moved to Atlanta, Georgia. She graduated from high school in 1989. On June 29, 1989, she entered the United States Air Force Academy and began her active-duty career in the U.S. Air Force. She graduated form the Academy on June 2, 1993, and then went on the Undergraduate Pilot Training at Columbus Air Force Base. In September 1995 she was the Distinguished Graduate in her B-52 formal Training Unit. She was then stationed at Minot Air Force Base, North Dakota. On May 28, 1997, Kelly J. Flinn resigned from active duty instead of facing a court martial. Growing up wasn’t always easy for Kelly. She was the baby of the family, with four older brothers and sisters. Sitting in Catholic school, she tried to be the cute little girl she was supposed to be but on the playground, she was a terror. At the age of 5, she joined her first soccer league, which happened to be a boys’ team. Things stayed the same way until she got to high school. She began to notice boys and began to date. No one in her family had ever talked to her about the â€Å"birds and the bees,† or even about dating. Instead, independence, self-reliance, and strength were the most important things. If they had problems, they worked it out on their own. This served her poorly when she found herself in trouble with the Air Force years later. (pg. 9) When Kelly was 15, she went to Space Camp in Huntsville, Alabama. She found out how much she loved space and the challenge and the control she experienced. After Space Camp, she knew what she had to do and how to do it. She was going to go to the Air Force Academy and learn how to fly. She spent the next years in high school studying, joining clubs, and filling out applications. In late spring of her senior year, she finally got her acceptance letter. Then, a few weeks later, she received a letter from the Academy that she wasn’t qualified to be a pilot because of her poor vision. â€Å"I felt as if I had be sent to hell after a quick taste of paradise† (pg.14) was how she described her rejection.

Latest Development in ICT Essay

1.0 Introduction Meaning of open source software Open source software (OSS) is defined as computer software for which the source code and certain other rights normally reserved for copyright holders are provided under a software license that meets the Open Source Definition or that is in the public domain. This permits users to use, change, and improve the software, and to redistribute it in modified or unmodified forms. Meaning of hardware A computer’s hardware consists of the physical components necessary to operate and interact with a computer. Since a computer’s primary language is binary, devices are necessary to convert our input into that language. The binary code coming out of the computer must also be translated into something usable for the operator. Meaning of software Software is often divided into two categories: 1. System software: Includes the operating system and all the utilities that enables the computer to function. ` 2. Application software: Includes programs that do real work for users. For examples:word processor,spreadsheets and database. 2.0The Latest Open Source Application Software 2.1 Meaning of Open Source OS Open Source Operating System is the most important program that runs on a computer that is free to use, change, and improve the software, and to redistribute it in modified or unmodified forms. Every general-purpose computer must have an operating system to run other programs. Operating systems perform basic tasks, such as recognizing input from the keyboard, sending output to the display screen, keeping track of files and directories on the disk, and controlling peripheral devices such as disk drives and printers. 2.2 Examples of open source OS a)Ubuntu Linux A user friendly operating system based on KDE, the K Desktop Environment.With apredictable 6 month release cycle and part of the Ubuntu project, Kubuntu isthe GNU/Linuxdistribution for everyone. Improved desktop, updated applicationsand increased usability features arejust a few of the surprises with this latest release. b) Fedora Linux A Linux-based operating system that showcases the latest in free and opensource software. Fedora is always free for anyone to use, modify, and distribute. It isbuilt by people across the globe who work together as a community: the FedoraProject. The Fedora Project is open and anyone is welcomed to join. 3.0 The Latest Open Source Application Software 3.1 Meaning of open source application software Open Source Application Software includes database programs, word processors, and spreadsheets and others. It is free to use, change, and improve the software, and to redistribute it in modified or unmodified forms. 3.2 Examples of open source application software a)Open Office An office application set (for word processing, spreadsheet manipulation,picture drawing and data base access) compatible with all other major officeapplication sets such as Office and available for Windows and Mac as well as Linux and other UNIX systems. b)Squirrel Mail An email application (for reading and writing email through a web clientprogram) supporting IMAP and SMTP and available for Windows and Mac as well asLinux and other UNIX systems.

Cognitive Development Theory

Jean Piaget was born in Neuchatel, Switzerland on August 9, 1986 to Arthur Piaget and Rebecca Jackson. At a young age, he displayed great fascination for Biology, his intellectual love. Jean Piaget, at the age of 10 published his first article, which described the albino sparrow he observed. Between the ages of 15 and 18, he published several more articles and most of them are mollusks. Jean Piaget was especially drawn to epistemology, the branch of philosophy concerned with the origins of knowledge. He studied natural sciences in the University of Neuchatel and gained his PH. D there. Piaget then worked for a period of at Bleur’s psychiatric clinic in Zurich where he became interested in psychoanalysis. He studied clinical psychology in the Sorbome University in Paris in the year 1919. In 1930s, he was employed at the Binet Institute where his job was to develop French versions of questions on English intelligence tests. He became intrigued with the reasons children gave for their wrong answers on the questions that required logical thinking. He believed that these incorrect answers revealed important differences between the thinking of adults and children. In 1923, he married, Valentine Chatenay. They had three children, Jacqueline, Lucienne and Laurent whose intellectual development from infancy to language was studied by Piaget. In 1929, he accepted the post of Director of the International Bureau of Education and remained the head of his international organization. In 1955, he created and directed until his death the International Center for Genetic Epistemology. Piaget was productive his entire lifetime, he published 30 books and more than 200 articles. Cognitive Development Theory: Cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world. The foremost cognitive thinker was Jean Piaget, who proposed an idea that seems obvious now, but helped revolutionize how we think about child development: Children think differently than adults. It proposes as a result of biological maturation and environmental experience. It views intelligence as the ability to adapt to all aspects of reality, that within the person’s lifetime, it evolves through a series of qualitatively distinct stages. Organization- involves in the integration of all process into one overall system. It refers to the organism’s innate capability to coordinate particular observations into complex systems of coherent knowledge. Adaptation- it is the organism’s response to the environment in a way it could meet balance. (Equilibrium) Dynamics of Personality: Schema- is the category of knowledge that helps us understand or interpret the world. It is the basic cognitive unit. In this complex concept involves either mental organization, or a child’s conceptualization of a specific situation, and behavior that can be seen. Assimilation- is the â€Å"taking in,† or incorporation of a new object, experience, or concept into an existing set of schemes, that is, to the child’s present cognitive structure. It is the process of taking in new information into our previously existing schemas is known as assimilation. The process is somewhat subjective, because we tend to modify experience or information somewhat to fit in with our preexisting beliefs. In the example above, seeing a dog and labeling it â€Å"dog† is an example of assimilating the animal into the child's dog schema. Accommodation- it is the adaptation of the current knowledge to another new experience. It involves altering existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process. It is also the process by which children change their cognitive structures to deal with new objects and situations. Equilibrium- assimilation and accommodation are constantly working together to produce changes in a child’s conceptualization of the world and reaction to it. It gives state of balance to assimilation and accommodation. Growth Development: The Sensorimotor stage it ranges from birth to 2 years. In this stage intelligence is primitive in form. It is the coordination of sensory information and motor activity. in this stage, infants construct an understanding of the world by coordinating experiences (such as seeing and hearing) with physical, motoric actions. Infants gain knowledge of the world from the physical actions they perform on it. The six substages of Piaget’s Sensorimotor stage are Reflex activity from 0-1 month old which builds knowledge through reflexes. Primary Circular Reaction from 1-4 months. It is the infants repeat pleasurable behaviors that first occurred by chance (such as sucking). Secondary Circular Reactions it is from 4 to 8 months. In this stage infants become more interested in the environment and repeat actions that bring interesting results and prolong interesting experiences. Coordination of Secondary Schemes from 8-12 months. In this stage, the behavior is more deliberate and purposeful as infants coordinate previously learned schemes and use previously learned behaviors to attain their goals( such as crawling across the room to get a desired toy). Tertiary Circular Reactions from 12-18 months. In this stage infants show curiosity as they purposefully vary their actions to see results. They use trial and error in this stage. Mental Combinations from 18-24 months. Since toddlers have developed a primitive symbol system. To represent events, they no longer are confirmed to trial and error to solve problems. They represent objects through action already. Preoperational stage ranges from 2-7 years. In this stage the child already begun to speak. Piaget noted that in this stage children do not yet understand concrete logic and cannot mentally manipulate information. There are 3 kinds of techniques Piaget use to study this stage; first is the Egocentrism it is the children’s assurance that the world thinks like they do. The best technique that Piaget uses to this is the 3 dimensional play of mountain scene. Which best describe as â€Å"Three Mountain task† when children are asked to choose a picture that showed the scene they had observed. Most children are able to do this with little difficulty. Next, children are asked to select a picture showing what someone else would have observed when looking at the mountain from a different viewpoint. Invariably, children almost always choose the scene showing their own view of the mountain scene. According to Piaget, children experience this difficulty because they are unable to take on another person's perspective. Next is Animism it is the tendency to attribute life to object that are not biologically alive. It is the belief that inanimate objects are moved through will and spirits. Last is Artificialism it is the belief that things are created by human beings. Concrete Operational Stage from 7-11 years. During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts. Logic Piaget determined that children in the concrete operational stage were fairly good at the use of inductive logic. Inductive logic involves going from a specific experience to a general principle. On the other hand, children at this age have difficulty using deductive logic, which involves using a general principle to determine the outcome of a specific event. Reversibility one of the most important developments in this stage is an understanding of reversibility, or awareness that actions can be reversed. An example of this is being able to reverse the order of relationships between mental categories. For example, a child might be able to recognize that his or her dog is a Labrador, that a Labrador is a dog, and that a dog is an animal. In this stage, children became more objective and less egocentric. Formal Operational Stage from 12 years and above. During this time, people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge during this stage. Piaget believed that deductive logic becomes important during the formal operational stage. Deductive logic requires the ability to use a general principle to determine a specific outcome. This type of thinking involves hypothetical situations and is often required in science and mathematics. Abstract thought while children tend to think very concretely and specifically in earlier stages, the ability to think about abstract concepts emerges during the formal operational stage. Instead of relying solely on previous experiences, children begin to consider possible outcomes and consequences of actions. This type of thinking is important in long-term planning. In earlier stages, children used trial-and-error to solve problems. During the formal operational stage, the ability to systematically solve a problem in a logical and methodical way emerges. Children at the formal operational stage of cognitive development are often able to quickly plan an organized approach to solving a problem. Applicability of the Theory: Piaget did not explicitly relate his theory to education, although later researchers have explained how features of Piaget's theory can be applied to teaching and learning. Piaget has been extremely influential in developing educational policy and teaching. For example, a review of primary education by the UK government in 1966 was based strongly on Piaget’s theory. The result of this review led to the publication of the Plowden report (1967). Discovery learning – the idea that children learn best through doing and actively exploring – was seen as central to the transformation of primary school curriculum. ‘The report's recurring themes are individual learning, flexibility in the curriculum, the centrality of play in children's learning, the use of the environment, learning by discovery and the importance of the evaluation of children's progress – teachers should ‘not assume that only what is measurable is valuable. ‘ Because Piaget's theory is based upon biological maturation and stages the notion of ‘readiness' important. Readiness concerns when certain information or concepts should be taught. According to Piaget's theory children should not be taught certain concepts until they have reached the appropriate stage cognitive development. Within the classroom learning should be student centred a accomplished through active discovery learning. The role of the teacher is to facilitate learning, rather than direct tuition. Therefore teachers should encourage the following within the classroom: o Focus on the process of learning, rather than the end product of it. o Using active methods that require rediscovering or reconstructing â€Å"truths†. Using collaborative, as well as individual activities (so children can learn from each other). o Devising situations that present useful problems, and create disequilibrium in the child. o Evaluate the level of the child's development, so suitable tasks can be set. Strengths: * Piaget’s Theory remains a dominant force in developmental psychology. * It has spawned tremendous amount of empirical research and additional discoveries that increased our understanding about cognitive development. * He changed how people viewed the child’s world and their methods of studying children. His ideas have been of practical use in understanding and communicating with children, particularly in the field of education, and are still used in the present age. Weaknesses: * Piaget’s theory underestimated children’s ability and competencies. * Because Piaget concentrated on the universal stages of cognitive development and biological maturation, his theory wasn’t cross-culturally valid, since the social setting and culture has an effect on cognitive development. S ome of his sample in his experiments was biased that it cannot be generalized to children from different cultures.