The Philip s Curve And Modern Macroeconomic Policy Making

Suhail Almarar Instructor: Course: Date: Solve the Questions Has the Philip’s curve any use in modern macroeconomic policy-making? The Philip’s curve offers great importance in modern economic analysis. Philip’s curve shows the relationship between the rate of unemployment and the rate of inflation in any given economy. The discovery of Philip’s curve by the great British economist gave room for the analysis of modern macroeconomic policy tools as well as management of different economies around the globe. The curve can be used to analyze the relationships between inflation and unemployment rates affecting modern economies. The curve can be used to address higher rates of inflation by adopting the appropriate fiscal and monetary policies. The same can be done to evaluate and determine possible solutions to higher rates of unemployment. The Philip’s curve can be used to check the level of growth within the economy. For instance, respective states can decide to increase their expenditure in order to improve the levels of employment. Many economies use Philip’s curve to improve on production of goods and services. Philip’s curve helps in explaining the importance of increasing aggregate demand. Aggregate demand helps create employment thus reduce the number of unemployed people in an economy. On the other hand, a high number of employed people results into increased spending thereby causing inflation. The Philip’s curve is a very important policy tool that modern economies useShow MoreRelatedInflation And Its Effects On The Economy2825 Words   |  12 Pagesfluctuation of the economy in the country that directly affects the economy of the world. It actually affects the various macroeconomics and microeconomics factor of the economy leading to various consequences. The most important consequences is unemployment. 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Microsoft History - 1423 Words

Background The beginning of Microsoft Inc. started with Bill Gates and Paul Allen writing computer program code for local businesses and municipalities. In 1975 they were inspired by an issue of Popular Electronics that showed the new Altair microcomputer kit, manufactured by MITS Computer. Bill Gates and Paul Allen wrote a version of BASIC, a computer programming language, for the machine. Later that year Bill Gates left Harvard University to work full time developing programming languages for the Altair, and he and Paul Allen relocated to Albuquerque, New Mexico, to be near MITS Computer, where Paul Allen took a position as director of software development. Bill Gates and Paul Allen named their partnership Micro-soft (Microsoft†¦show more content†¦They encourage professional development by reimbursing tuition and textbook fees for approved work-related courses (Microsoft.com, 2008). Financial INCOME STATEMENTS (In millions, except per share amounts) Year Ended June 30 2007 2006 2005 Revenue $51,122 $44,282 $39,788 Operating expenses: Cost of revenue 10,693 7,650 6,031 Research and development 7,121 6,584 6,097 Sales and marketing 11,455 9,818 8,563 General and administrative 3,329 3,758 4,536 Total operating expenses 32,598 27,810 25,227 Operating income 18,524 16,472 14,561 Investment income and other 1,577 1,790 2,067 Income before income taxes 20,101 18,262 16,628 Provision for income taxes 6,036 5,663 4,374 Net income $14,065 $12,599 $12,254 Earnings per share: Basic $001.44 $001.21 $001.13 Diluted $001.42 $001.20 $001.12 Weighted average shares outstanding: Basic 9,742 10,438 10,839 Diluted 9,886 10,531 10,906 Cash dividends declared per common share $000.40 $000.35 $003.40 Attached is an Income Statement from 2005 to 2007 (Microsoft Corporation Annual Report, 2008). As you can see, revenues and net income have continued to increase over the years. Earnings per share have increased as well. This shows that Microsoft is in a good financial standing. This means they are able to pay their shareholders and increase what theyShow MoreRelatedMicrosoft And Microsoft s History Essay3292 Words   |  14 Pages Microsoft Corporation 1. Microsoft’s History: Bill Gates established Microsoft (initially named Micro-Soft) in 1975 in the wake of dropping out of Harvard at 19 years old and collaborating with High School companion Paul Allen to offer a rendition of the programming dialect BASIC. Entryways moved Microsoft to Seattle in 1979 and started creating programming that let other compose programs, in this manner the cutting edge PC was conceived in 1980 when IBM pick Microsoft toRead MoreEssay on The History of Microsoft4561 Words   |  19 PagesThe History of Microsoft Historians categorize blocks of time with the discovery of certain raw materials that humans utilized. 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Microsoft not only markets computer hardware products such as the Microsoft mouse and the Microsoft Natural keyboard, but it also manufactures and sells home entertainment products including, the Xbox, Xbox 360, andRead MoreMicrosoft Surface : Company History1796 Words   |  8 PagesMicrosoft Surface 1. Company History: Microsoft Corporation was founded by Paul Allen and Bill Gates on April 4, 1975. It operate worldwide and have offices in more than 100 countries. Microsoft develops, licenses, and supports a wide range of software products, services, and devices that deliver new opportunities, greater convenience, and enhanced value to people’s lives. It offers various services, including cloud- based service, to consumers and businesses. It also design, manufacture, and sellRead MoreCompany History : Microsoft Corporation1614 Words   |  7 Pages1. Company History: Microsoft Corporation was founded by Paul Allen and Bill Gates on April 4, 1975. The company s 1986 initial public offering, and subsequent rise in its share price, created three billionaires and an estimated 12,000 millionaires among Microsoft employees. Since the 1990s, it has increasingly diversified from the operating system market and has made a number of corporate acquisitions. Microsoft develops, licenses, and supports a wide range of software products, services, andRead MoreHistory of Microsoft Windows Essay1107 Words   |  5 Pages History of Microsoft Windows Nicholas Charter Section 48693â€Æ' There are over one billion computers in the world running the Windows operating system. The company responsible for this enormous feat has been ever growing since its creation on April 4, 1975 by the brilliant minds of Paul Alan and Bill Gates. This company is of course, the one and only, Microsoft. It all started with the Atari 8000, and Bill and Alan’s quest to acquire a contract with the manufactures, MITS, to incorporate the programmingRead MoreHistory of Microsoft Essay example1501 Words   |  7 PagesHistory of Microsoft Microsoft Corporation, leading American computer software company. Microsoft develops and sells a wide variety of computer software products in more than fifty countries. Microsofts Windows operating systems for personal computers are the most widely use operating systems in the world. Microsoft had revenues of $14.4 billion for the fiscal year ending June 1998, and employs more than 27,000 people in 60 countriesRead MoreIntroduction And History Of Microsoft Corporation1790 Words   |  8 Pages Microsoft Final Project Columbia College Managerial Economics Introduction and History of Microsoft Corporation Microsoft and CEO Bill Gates have been established as a household name over the last few decades, mostly due to their Windows operating system used in PCs (Personal Computers). It all started with two friends, Bill Gates and Robert Allen. The two of them both had an extreme interest in computers and were master programmers. In 1975-1981, they (with the help of a friend

Marketing Portfolio Removable Online Security Device

Question: Discuss about the Marketing Portfoliofor Removable Online Security Device. Answer: Product Description Q key removable online security device is a product founded and co-founded by Christopher Maus and Brandon Maus respectively. Christopher Maus, as a security expert, has previously architected products that help the individuals to take control. The product has been assembled by a varied global team of experts in technologies and security. These experts are exceptionally talented in aspects of engineering, design and business development. Q key was introduced in the market to help people control their web privacy and security. It is simple, virtually anywhere, smart and secure, opening a new experience on the internet. Q key is termed as simple as it provides a uniform and rich online experience anywhere and at any time. For it to work, it simply requires the owner to insert it in a computer, enter a password, normally shop, open the digital wallet and choose a card and finally tapping the Q key to pay. Q key is practically anywhere as it is compatible with most existing websites. It contains a single access login that logs one instantly into web accounts that are protected by passwords. Furthermore, it is portable, as it can easily fit into a pocket. This product is termed as smart as it abolishes the need for one to dredge up all login access and passwords required for the web accounts that are secured. Q key is secure as it uses a smart chip like the one used in military evaluation encryption, physical touch sensor s and new payment cards to ensure security on online payments. Current Market Conditions Current market conditions for a particular product describes the characteristics of the market it is going to be released to, or introduced. These conditions may include the competitiveness level, the rate at which the market grows and number competitors already in the market (Feng et al., 2017) Currently, the market is crowded by different cloud systems like Yahoo, JP Morgan Chase, eBay, and others. These systems support online shopping, allows people to store personal information online by providing accounts that are secured with passwords. The one thing common with these online systems is that they store such information in the cloud, which acts like someone elses computer. This makes them susceptible to breaches and hacking (Smith et al., 2010). For example, Yahoo has got about 500 million accounts that have been hacked, JP Morgan Chase with 83 million while eBay records approximately 145million hacked accounts. This has led to the need for change of condition and output in the market, leading to a positive gradual change over the years. An example of such change is the introduction of Q key into the market. However, there is growing competition from the online systems as they use technology to better their services. Such healthy competition also encourages the improvement of the Q key product, which aims to implement its idea of providing a simple, secure and smart internet experience needed as technology continues to grow. The consumers also need an assurance of their accounts being safe from hacking and breaches. With the information being stored online, such guarantee is not provided, making them feel violated and uncomfortable. Q key offers a simple solution of posing to keep personal data away from the online cloud, thus away from hackers and into our pockets, offering us a total control of the data. SWOT Analysis for the product SWOT analysis evaluates the Strengths, Weaknesses, Opportunities and Threats of the product. This helps in specifying the objectives of the project as well as identifying favorable and unfavorable factors that are available in achieving the objectives (Xing Gao, 2015). Strengths Strengths include the advantageous features and unique features Q key has over other products in the market. In this case, Q key plays a role in ensuring online accounts are completely under the owners' control, thus decreasing cases of hacked accounts. This product aims to create strengths in its profitability, and by doing so, the cost of production is effectively managed (Phadermrod et al., 2016). The strengths of Q key comes from the need of satisfying a need of a specific targeted audience by using unique selling benefits. Weaknesses Weaknesses in product launching signals that the product needs to overcome certain competitions in the market in order to gain consumers (Phadermrod et al., 2016). For example, in order for Q key to gain market share, more capital is needed in marketing. The product may also be sold at a loss for a short time so as to introduce it to the market. Since customer brand loyalty is hard to break, Q keys position will further be weakened even if it is better than other relatable products. This can be a weakness it might be experiencing as a new product in the market. Opportunities New products contain built-in Opportunities when they are the first to launch a certain idea (Phadermrod et al., 2016). This allows Q key to be able to sell at a higher price for a short time if too much competition is not an issue. The product also gets an opportunity of taking advantage of the medias interest in advertising and showcasing new products. Threats Threats experienced by Q key may be as a result of the reactions its competitors have when it enters the market. It is therefore recommended for the launchers to have backup pricing, distribution channels, and promotion plans when the competitors start changing their playing fields (Phadermrod et al., 2016). This helps them respond to the competitors reactions. Nature and Scope of Marketing and the Marketing Concept Marketing refers to the act of creating, communicating and delivering a product or service to customers by an organizational (Hair Lucas, 2014). This is done to benefit both the stakeholder and the organization. The nature of marketing is described by the fact that it is an economic function, a series of networking business activities, a legal process allowing transfers of ownership, a social process and a managerial function (Barnes, 2016). The scope of marketing studies consumers' needs and wants, the behaviors of the user, the policies used in pricing, promotion, distribution, control of the market and customer satisfaction (Hanssens Pauwels, 2016). The marketing concept involves identifying what the customers want or need, establish whether such wants can be satisfied if the wants are still on demand and finally coming up with ways to keep the consumers satisfied. This is done by an organization focusing on the consumers' needs, aligning its functions used to focus on such need s and eventually realizing profits over the long term by fruitfully satisfying the needs of the customer (Morris Rahtz, 2015). Marketing Research Techniques and their Importance to Marketing Decision Making The marketing research techniques are divided into the primary and secondary researches. Secondary researches involve studying existing data suitable for a particular research need. The main research methods involve conducting surveys especially if data is to be measured quantitatively, use of effective focus groups especially for exploratory qualitative researches, conducting interviews, use of observation technique and use of experiments especially in scientific testing (Andaleeb Hasan, 2016). Research of the present market for a particular product helps organizations in making decisions regarding the product. A good research may suggest alternative options for products entering a new market. An organization may come up with ways of distributing a product using research outcomes, the promotion techniques, and pricing. External factors affecting the product may also be established and the target market for a particular product identified (Babin Zikmund, 2015). Marketing Mix and Extended Marketing Mix A business' marketing mix refers to a combination of different elements it uses to enable it to meet the consumers' expectations and needs (Khan, 2014). Each element used in the marketing mix is related to each other. The marketing mix consisted of four elements traditionally, but in recent years, new elements have been added to form the extended marketing mix. The four elements that previously constituted the marketing mix were; price, place, promotion and product. They worked together in order to achieve marketing intents. Three more elements were added recently, as mentioned, to form the extended marketing mix (Movchan Karpenko, 2014). The added elements include; process, physical environment, and people. The seven elements work closely together to ensure marketing is effective. References Andaleeb, S. S., Hasan, K. (2016). Marketing Research. InStrategic Marketing Management in Asia: Case Studies and Lessons across Industries(pp. 111-160). Emerald Group Publishing Limited. Babin, B. J., Zikmund, W. G. (2015). Essentials of marketing research. Nelson Education. Barnes, S. (2016). Understanding Virtual Reality in Marketing: Nature, Implications, and Potential. Feng, H., Neil A. M., and Lopo L. R. (2017). Firm capabilities and growth: the moderating role of market conditions. Journal of the Academy of Marketing Science45.1 (pp. 76-92). Hair Jr, J. F., Lucas, B. (2014). Marketing Research. McGraw-Hill Education Australia. Hanssens, D. M., Pauwels, K. H. (2016). Demonstrating the value of marketing.Journal of Marketing,80(6), 173-190. Khan, M. T. (2014). The concept of marketing mix and its elements (a conceptual review paper). International journal of information, business, and management, 6(2), 95. Morris, M. M., Rahtz, D. R. (2015). Integrating the Concept of Marketing: The Environment Organization Marketing Interface. InProceedings of the 1983 Academy of Marketing Science (AMS) Annual Conference(pp. 598-598). Springer International Publishing. Movchan, Y., Karpenko, N. (2014). Marketing Theories- The Marketing Mix From 4 PS TO 7 PS. Phadermrod, B., Crower, R. M., Wills, G. B. (2016). Importance-performance analysis based SWOT analysis. International Journal of Information Management. Smith, K. T., Smith, M., Smith, J. L. (2010). Case studies of cybercrime and its impact on marketing activity and shareholder value. Xing, B., Gao, W. J. (2015). A SWOT Analysis of Intelligent Products Enabled Complex Adaptive Logistics Systems. InEncyclopedia of Information Science and Technology, Third Edition(pp. 4970-4979). IGI Global.

What made him write An Inspector Calls and why set it before World War One Essay Example

What made him write An Inspector Calls and why set it before World War One Essay If men will not learn that lesson, they will be taught it in fire and blood and anguish. This is an extremely powerful quotation that the Inspector leaves us with. Without a doubt these words are very true. In 1914 World War One began and all this fire, blood and anguish became reality. Britain had entered a four-year war that would have an unimaginable effect on her people. Thousands of towns, cities, homes and businesses were destroyed. Millions of people, men the majority, died horrific deaths. Limbs blown off in explosions, bodies burnt alive in scorching heat, shells blasting, bombs lighting up the dark night, poison gas smothering trenches trapping screaming victims below its green deadly surface. One can only imagine the pain, agony and shear devastation and lost of human life. The war ended in 1918 and much of Europe including England was left destroyed. For people like Mr. Birling it was time to rethink. Is it every man for himself? Is community nonsense? This could be one function of the Inspector; to get the Birlings, especially Mr. Birling, to care for others and accept responsibility before it is too late. Only twenty-one years later in 1939 another war broke out in Europe. World War Two lasted for six years, an extra two years of fighting the enemy. In 1945 the war ended. In that same year An Inspector Calls, the play that I will be analysing was written. John Boynton Priestley the author set his play in 1912, before these terrifying events. We will write a custom essay sample on What made him write An Inspector Calls and why set it before World War One specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What made him write An Inspector Calls and why set it before World War One specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What made him write An Inspector Calls and why set it before World War One specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This is very significant in order for his play to work effectively, as the themes included in the play are one way or another, directly related to this time and the years and events that will follow. An Inspector Calls covers very clearly a variety of different themes and ideas that Priestley is concerned about in society. He uses the Inspector as the main character, or one could say a tool, to express these themes and ideas to the audience. The sort of ideas Priestley is concerned about in society and is trying to show are the aspects of: responsibility, community, lies and truth, honesty and self-deception, equality, social snobbery and double standards. I will be covering these aspects and indeed many more as I progress through this assignment. What inspired Priestley? What made him write An Inspector Calls and why set it before World War One? The answer lies in his life before the year of 1945. To answer these questions we must first establish and be aware of the following background information. The Edwardian times seemed to be a very exciting and secure time for Britain and many of her people. She was quickly advancing in industry and technology. Her armed forces were also growing and obviously she was extremely wealthy. For the people living in the upper class society times were good however millions were not having such a good time. For the millions struggling there seemed to be no hope, there was no legislation to save workers from exploitation which of course was occurring in factories all over the country and no Welfare State to support these living such a poor life if times were very bad. The Inspector (Priestley in one sense) could see that this is not the right sort of society and that it had to change otherwise severe consequences would follow. The play is based around this Edwardian society and the Inspector tries his best to cover these important issues and express them to the Birlings in order to make them see what it is like for the other people, not just their breed. Priestley was born into a middle class family and did not suffer like the lower classes, however, this doesnt necessarily mean he did not know what was going on or how these people felt. Priestley as a young man spent four years on the battlefield fighting against the Nazi enemy in World War One. During this war Priestley on numerous occasions, narrowly escaped death, this period in his life allowed him to look at life differently and without a doubt he was directly influenced by these experiences. These four years were the platform which he could build upon. Now with his ideas Priestley needed a suitable date to set his play, the most appropriate date was the year 1912. By specifically choosing to write An Inspector Calls after World War Two and by including the material he has done and indeed the Inspector, Priestley could very effectively attract and hold his audience, as many of them felt the way he did and had lived through the wars and shared his experiences. As a result of the wars everyone was brought together. Everyone united as one country and worked together to defeat the Nazis. The children were brought together by evacuations, the women working in factories to produce uniforms and war goods for their men were brought together and of course the men on the battlefields fighting together managed to build a strong relationship among themselves. As a direct result everyone learnt to look after one another and to care for each other, reflecting the fact that; We are all members of one body. as the Inspector would say. The audience now more aware could look at certain characters i. e. Birling and see how wrong he actually is. How does the Inspector represent and present Priestleys central themes or ideas could one say? First I shall establish what Priestleys central themes actually are. His central ideas are the aspects of: responsibilities the responsibilities people can and cannot accept, personally and socially; community the environment people are living in and how it affects them; lies and truth can certain people tell lies and get away with them easily and how some people can tell constant lies whilst some cannot even tell one; honesty and self-deception can people be honest or indeed cannot, if so how can they without being affected in any way, how can they deceive themselves; equality and social snobbery why do some people believe they are superior to others and party; double standards how and why do the men act differently and have different rights than the women and why are they considered less affected by bad news. Mr. Birling believes that a man should make his own way in life, stands on his own two feet and should only look after himself and his family. He says; a man has to make his own way has to look after himself and his family too, of course community and all that nonsense a man has to mind his own business and look after himself and his own-. This quotation clearly expresses Birlings feelings about community, he believes its nonsense, and he doesnt seem to care for others, only blood relatives and his wife. The audience now looking back to this attitude may well have thought like that before the war but probably have a totally different view after. The Inspector arrives and talks about community, he somehow manages to predict (hence his name Goole supernatural quality) the future and so his view on community is just like the audiences only that he is in the year 1912 whilst the audience are in the year 1945. This is an example of forward thinking and because many members of the audience felt like Priestley he could try to persuade them to take his point of view. This is a very good example of a deliberate attempt made by Priestley to get the audience thinking about this attitude of Birlings and the past, maybe even Priestley himself thought like this before the experiences of the wars. Priestly enables the audience to use their hindsight to reject Birlings opinions because Priestley has made Birling say the Titanic would not sink; the titanic and unsinkable, absolutely unsinkable, and there would not be a war Nobody wants war theres too much at stake these days nothing to gain by war, and we as the audience know he is wrong on this, we therefore also reject his other views and thus accept the Inspectors point of view as a result. Mrs. Birling is another example of someone who will not admit personal responsibilities. She clearly does not want to accept any responsibility for the death of Eva Smith. A quote that shows this; father of the child, its his responsibility. We can clearly see that Mrs. Birling is trying to blame the death onto someone else and we begin to gather an image of this woman in our imagination. Another quote that backs up this view is; I accept no blame for it at all. Again Mrs. Birling is refusing responsibility. The audience know that everyone is responsible for one another because they have been shown this through the Inspectors comments. The Inspector talks about social responsibilities. Although Eric and Sheila do show signs of this the Inspector is the one who stands out the most. He says just before he leaves; One Eva Smith is gone but there are millions more Eva Smiths and John Smiths all intertwined with our lives We are all members of one body what we do affects others. This quotation is very important. The Inspector says these words because he is very aware of the fact that war will occur in the future which will cause the people no matter what position in society or class to come together, everyone will be responsible for one other, there will be no superior individuals. The audience will most certainly agree with the comment as they too just like Priestly have lived through the wars and are very much aware of the changes that are going to happen. The upper class community at the time was very formal. There were successful businessmen and their very snobby wives who were totally dependent on their husbands business. There were frequent dinner parties where these upper class people met, and obviously their conversations were dominated by business. The Inspector enters on the stage during one of these parties. The upper class people were very shocked to find out if someone in their community misbehaved; it was more likely to be a lower class person who did so. Mrs. Birling shows this when she discovers that someone she thought was a respectful citizen actually frequently abuses young women, she says; (staggered) well, really! Alderman Meggarty I must say, we are learning something tonight. This quotation with the direction staggered shows that Mrs. Birling is clearly shocked and amazed that this man is carrying out these activities on young women and also she is ignorant of the activities that are happening in the upper class society. Imagine the Inspector being a sharp object i. e. a pin and the Birlings are being protected by an invisible shield i. e. a bubble that only contains ignorance and what ever they want it to contain, the Inspector pops this bubble and the truth about the world rushes in. The Birlings are pretty much so protected from the terrible world and the Inspector is pouring these terrible facts onto them, exposing them. This could be another function; to present the facts to the Birlings, to make them see the truth about the real world and so learn from what they are doing. The Inspector manages to expose some of the characters double standards, Mrs. Birling being a good example. She says to her daughter Sheila; Girls of that class in response to an opinion of Sheilas, one which shows signs of sympathy towards Eva. Mrs. Birling also says; .. As if a girl of that sort would ever refuse money! in response to one of the questions the Inspector asks, showing that Mrs. Birling is an upper class snob who could not possibly have feelings or consideration for other classes of people. She believes she is so much better and more superior to others, she is totally stuck up, mocking others from her over hanging, protective bubble. When the war ended especially the First World War everyone including people like Mrs. Birling, were refreshed i. e. reminded that humans are one species and there is no reason why some of them should feel or believe that they are more superior to others. The war if you like was a warning or indication of some sort from somebody and was a deliberate event to make society realise what it has become. Another function of the Inspector is to try to warn the Birlings that if society will not change then war will follow. Priestley himself is using the Inspector as a tool to do this. Each character in the play has an individual personality and of course their personal view on different matters will be very different from others, in one sense each of the Birlings can represent each member of an upper class society. Some characters tell lies whilst others admit the truth straight away. In my view Eric and Sheila are very alike and are the sort of people who would admit to the truth straight away with no hesitation although Sheila is more honest. Gerald and Mr. and Mrs. Birling seem to me to be a little more difficult to get the truth out of. The Inspector very cunningly manages to get a confession or something with significance out of all the characters one way or another, for example he leaves Sheila and Gerald to talk alone whilst he is listening to the conversation and waiting for that key confession. Sheila and Mr. Birling say their part in the role of Eva Smiths death with little persuasion, although Mr. Birling needs to be convinced occasionally. Quotes that show the characters lying, telling the truth, being honest or being deceiving are (Gerald lying); And I have already told you I was awfully busy at the works all that time. We later discover that Gerald was actually having an affair not working at his works. Gerald clearly is feeling nothing when he says this even though he is lying to his fiance and deceiving himself. Sheila shows honesty and responsibility when she confesses that she got Eva Smith sacked from Milwards. She does not hesitate and takes responsibility for her role in the death of Eva Smith. The quotes that show her honesty is when she says; (miserably) so I am really responsible? this quotation is showing that Sheila is felling guilt for her participation in the death of Eva Smith. Also; Im trying to tell the truth. This quotation is showing that Sheila is someone who is honest, kind and caring unlike her mother. The Inspector has in one way done a good thing by introducing this news, he has made the Birlings, Sheila in particular, realise that things terrible do happen, for example the suicide of Eva Smith, and if you have been responsible somehow then you should accept the consequences that await. Sheila explains what happened freely, and throughout she shows signs of guilt. Sheila is an honest person unlike her fiance Gerald who needs persuasion to admit his role in the death. Mr. Birling being a businessman like Gerald has similar opinions (these two characters represent all upper class businessmen) and so when the Inspector and Eric try to make Mr. Birling feel responsible he obviously tries to blame it onto the girl and Gerald backs him up. The quote that shows this is when he says; Rubbish! If you dont come down on some of this people they will soon be asking for the earth. Gerald replies I should think so! These quotations show that Mr Birlings honest opinion is to be tough and harsh to the employees if they ask for more so that you do not show weakness. It also shows that he feels strongly about this as he has used said this view in a loud manor (exclamation mark shows this). Is this view wrong? Should he be saying this? Priestley is trying to get the audience thinking about these aspects he is concerned about and he uses the Inspector or numerous occasions very effectively to get these views out of the characters. Mrs. Birling as I mentioned before doesnt want to accept responsibility for Eva Smiths death. When the Inspector asks her questions, she could be considered a liar as she says; Ive done nothing wrong and you know it. Mrs. Birling has done something wrong however she cannot admit it this quotation is showing that she is in fact lying. The Inspector is using what the characters have done in the past to question against them and to see how much they can tolerate, he in one way winds them up by going against what they think is right. There are frequent examples throughout this play that show that the men are more able to accept bad news. Mr. Birling and his wife try to protect their young daughter from the suicide on numerous occasions one such occasion is when Mr. Birling says to the Inspector; (angrily) there is not the slightest reason why my daughter should be brought into this unpleasant business. Mr. Birling does not want his daughter to be exposed to the horrible truth of life, at least not at the moment. Again there are examples throughout the play that show that the men are more likely to have a sexual relationship before marriage and it is considered natural, unlike for the upper class women who are not allowed or presumed not too. Priestley doesnt believe that women should be protected we can tell this because he uses the Inspector who says in affect that there is no reason why Sheila should not hear the truth. He says to Sheila when Mr. Birling tells her to run along; No, wait a minute Miss Birling, in other words he wants Sheila to be involved in the conversation.

The Inaugural Speech essays

The Inaugural Speech essays Summary of President John F. Kennedy's Inaugural Address This inaugural speech establishes what John F. Kennedy's vision is for the United Statesactually it is more of a world visionof global unity, supporting freedom and human rights for all humankind. He suggests that we should all celebrate in this time of freedom. Man holds all of the power in his hands. Yet, there are still revolutionary beliefs being fought around the world. He does not want us to forget that we are all apart of this revolution. He states, "The torch has been passed to a new generation of Americans that are unwilling to witness or permit the slow undoing of those human rights to which this nation has always been committed"(Kennedy 1). He wants us to feel proud and support our nation. We should protect it at any cost to keep the people free. Therefore, we pledge our alliance to this nation. He believes the world would be much stronger and could conquer any problem as a whole rather than being divided. We can use our country's strengths to help the other nations to be free. He assures the new states that would be joining in the "ranks of the free"(Kennedy 1), it would not be absolute control. He encourages these states to support their beliefs and their freedom. President John F. Kennedy suggests, "We need to help the people help themselves. For if a free society cannot save the few who are poor, it cannot save the few who are rich"(Kennedy 2). We all need to work together as a global unit. Also, let our neighbors know that no other countries are going to take us over. He wants us to believe that "this hemisphere intends to remain the master of its own house"(Kennedy He proposes a request, "Both sides begin anew the quest for peace before the destruction of all humanity in planned or accidental self destruction ...

How to Conjugate Regular 3rd Conjugation Latin Verbs

How to Conjugate Regular 3rd Conjugation Latin Verbs Third conjugation verbs end in -ere in the infinitive (the second principal part). In the third conjugation, a three-syllable infinitive stresses the first syllable. Our model Latin third conjugation verb below is gero, so its second principal part would be pronounced GEreh-reh, where the g is hard, as in get. [See Latin Discussion.] Distinguishing 3rd Conjugation Verbs From Other Conjugations Like the third declension, the third conjugation seems to have more than its share of different types, since it actually has a subtype, the -io verbs. It may also seem hard to distinguish verbs of the third conjugation from other conjugations. If this is something you have problems with, please read the following; otherwise, skip to the paradigm. The other conjugation with an -ere as the second principal part is actually different because it has a long -e that you may see marked with a macron (- ). The second conjugation syllable with a long -e is stressed. If you see the complete paradigm, you can tell a second from a third conjugation because the future has a -b-, just like the imperfect. Third conjugation verbs do not have a -b- in the future. You need to pay attention to the differences between the future indicative and the present subjunctive. If you want to know whether a verb is in the third conjugation, you can look at the first two principal parts. The conjugations in the running are the second and fourth, but the first principal part distinguishes the second conjugation from the third, and the second principal part distinguishes the fourth conjugation from the third conjugation -io subtype of verbs. Endings for the four Latin conjugations shown with macrons: 1st: -o, -Ä re | 2nd: -eo, -Ä“re | 3rd: -o, -ere / -io, -ere | 4th: -io, Ä «re The Paradigm of Gero With Notes Principal parts for the 3rd conjugation verb gerere, to manage gero, gerere, gessi, gestus. Infinitives Active Voice Present - gererePerfect - gessisseFuture - gesturus esse Passive Voice See conjugation of sum for use with the passive. Present - geriPerfect - gestus esseFuture - gestum iri Participles Active Present - gerensFuture - gesturus Passive Voice Perfect - gestusFuture - gerendus Active Voice and Indicative Mood Present Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gero gerimus 2 geris geritis 3 gerit gerunt Imperfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gerebam gerebamus 2 gerebas gerebatis 3 gerebat gerebant Future Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 geram geremus 2 geres geretis 3 geret gerent Perfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gessi gessimus 2 gessisti gessistis 3 gessit gesserunt Pluperfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gesseram gesseramus 2 gesseras gesseratis 3 gesserat gesserant Future Perfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gessero gesserimus 2 gesseris gesseritis 3 gesserit gesserint Passive Voice and Indicative Mood Present Tense, Passive Voice, Indicative Mood Person SINGULAR PLURAL 1 geror gerimur 2 gereris gerimini 3 geritur geruntur Imperfect Tense, Passive Voice, Indicative Mood Person SINGULAR PLURAL 1 gerebar gerebamur 2 gerebaris gerebamini 3 gerebatur gerebantur Future Tense, Passive Voice, Indicative Mood Person SINGULAR PLURAL 1 gerar geremur 2 gereris geremini 3 geretur gerentur The perfect tense is a tense showing completed action. That is the meaning of perfect in terms of tenses. Imperfect means incomplete. A future perfect is an action that will have been completed at some point in the future. Perfect - gestus sum ​etc.Pluperfect - gestus eram etc.Future Perfect -gestus ero etc. Active Voice and Subjunctive Mood Present Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 geram geramus 2 geras geratis 3 gerat gerant Imperfect Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gererem gereremus 2 gereres gereretis 3 gereret gererent Perfect Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gesserim gesserimus 2 gesseris gesseritis 3 gesserit gesserint Pluperfect Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gessissem gessissemus 2 gessisses gessissetis 3 gessisset gessissent Passive Voice and Subjunctive Mood Present Tense, Passive Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gerar geramur 2 geraris geramini 3 geratur gerantur Imperfect Tense, Passive Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gererer gereremur 2 gerereris gereremini 3 gereretur gererentur Perfect Tense, Passive Voice, Subjunctive Mood - gestus sim Pluperfect Tense, Passive Voice, Subjunctive Mood - gestus essem Active Voice and Imperative Mood Present Tense 2d person - gere gerite Future Tense 2d person - gerito geritote3d person - gerito gerunto Passive Voice and Imperative Mood Present Tense 2d person - gerere gerimini Future Tense 2d person - geritor3d person - geritor geruntor

How to Conjugate Regular 3rd Conjugation Latin Verbs

How to Conjugate Regular 3rd Conjugation Latin Verbs Third conjugation verbs end in -ere in the infinitive (the second principal part). In the third conjugation, a three-syllable infinitive stresses the first syllable. Our model Latin third conjugation verb below is gero, so its second principal part would be pronounced GEreh-reh, where the g is hard, as in get. [See Latin Discussion.] Distinguishing 3rd Conjugation Verbs From Other Conjugations Like the third declension, the third conjugation seems to have more than its share of different types, since it actually has a subtype, the -io verbs. It may also seem hard to distinguish verbs of the third conjugation from other conjugations. If this is something you have problems with, please read the following; otherwise, skip to the paradigm. The other conjugation with an -ere as the second principal part is actually different because it has a long -e that you may see marked with a macron (- ). The second conjugation syllable with a long -e is stressed. If you see the complete paradigm, you can tell a second from a third conjugation because the future has a -b-, just like the imperfect. Third conjugation verbs do not have a -b- in the future. You need to pay attention to the differences between the future indicative and the present subjunctive. If you want to know whether a verb is in the third conjugation, you can look at the first two principal parts. The conjugations in the running are the second and fourth, but the first principal part distinguishes the second conjugation from the third, and the second principal part distinguishes the fourth conjugation from the third conjugation -io subtype of verbs. Endings for the four Latin conjugations shown with macrons: 1st: -o, -Ä re | 2nd: -eo, -Ä“re | 3rd: -o, -ere / -io, -ere | 4th: -io, Ä «re The Paradigm of Gero With Notes Principal parts for the 3rd conjugation verb gerere, to manage gero, gerere, gessi, gestus. Infinitives Active Voice Present - gererePerfect - gessisseFuture - gesturus esse Passive Voice See conjugation of sum for use with the passive. Present - geriPerfect - gestus esseFuture - gestum iri Participles Active Present - gerensFuture - gesturus Passive Voice Perfect - gestusFuture - gerendus Active Voice and Indicative Mood Present Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gero gerimus 2 geris geritis 3 gerit gerunt Imperfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gerebam gerebamus 2 gerebas gerebatis 3 gerebat gerebant Future Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 geram geremus 2 geres geretis 3 geret gerent Perfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gessi gessimus 2 gessisti gessistis 3 gessit gesserunt Pluperfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gesseram gesseramus 2 gesseras gesseratis 3 gesserat gesserant Future Perfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gessero gesserimus 2 gesseris gesseritis 3 gesserit gesserint Passive Voice and Indicative Mood Present Tense, Passive Voice, Indicative Mood Person SINGULAR PLURAL 1 geror gerimur 2 gereris gerimini 3 geritur geruntur Imperfect Tense, Passive Voice, Indicative Mood Person SINGULAR PLURAL 1 gerebar gerebamur 2 gerebaris gerebamini 3 gerebatur gerebantur Future Tense, Passive Voice, Indicative Mood Person SINGULAR PLURAL 1 gerar geremur 2 gereris geremini 3 geretur gerentur The perfect tense is a tense showing completed action. That is the meaning of perfect in terms of tenses. Imperfect means incomplete. A future perfect is an action that will have been completed at some point in the future. Perfect - gestus sum ​etc.Pluperfect - gestus eram etc.Future Perfect -gestus ero etc. Active Voice and Subjunctive Mood Present Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 geram geramus 2 geras geratis 3 gerat gerant Imperfect Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gererem gereremus 2 gereres gereretis 3 gereret gererent Perfect Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gesserim gesserimus 2 gesseris gesseritis 3 gesserit gesserint Pluperfect Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gessissem gessissemus 2 gessisses gessissetis 3 gessisset gessissent Passive Voice and Subjunctive Mood Present Tense, Passive Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gerar geramur 2 geraris geramini 3 geratur gerantur Imperfect Tense, Passive Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gererer gereremur 2 gerereris gereremini 3 gereretur gererentur Perfect Tense, Passive Voice, Subjunctive Mood - gestus sim Pluperfect Tense, Passive Voice, Subjunctive Mood - gestus essem Active Voice and Imperative Mood Present Tense 2d person - gere gerite Future Tense 2d person - gerito geritote3d person - gerito gerunto Passive Voice and Imperative Mood Present Tense 2d person - gerere gerimini Future Tense 2d person - geritor3d person - geritor geruntor

Psychological Assessment of Breast Cancer Patient Essay

Psychological Assessment of Breast Cancer Patient - Essay Example This paper carries out a psychosocial assessment of Irene’s case, a 51-year old female who is diagnosed with breast cancer. After identifying major psychosocial issues using Spade’s framework a treatment plan is formulated and discussed. Psychosocial Vital Signs Perception: Due to her age Irene may overestimate her current illness. According to the profile, she is already experiencing some levels of anxiety due to the absence of counselling. Perhaps due to the absence of her two children, and the limited support that her husband can give her, Irene perceives her health condition as life-threatening and something extremely depressing. Personality Style: Irene shows needs for protection and support. Yet she shows a degree of determination and optimism. She assures herself every now and then that she will be okay. But then relapses to depression when she thinks of her relationship with her husband after the surgery. She afterwards becomes bitter because of the thought that her husband will be disappointed of her and see her unattractive after the surgery. Irene displays efforts to hide or repress her emotions. Support: The current support that Irene has comes from her husband, whom she lives with, her surgeon, and her breast care nurse. Later on, after the surgery, Irene will be supported by a multidisciplinary team. Other possible sources of support are her children and other close relatives. Due to the constant support from her husband, Irene’s perception of her health condition erratically shifts from lack of concern to anxiety. Coping: Irene seems to be coping with her health illness by seeking for social support and controlling her emotions. Anxiety: Irene is experiencing four major anxieties. First is the thought that her husband will be dissatisfied of her after the surgery; second is the possibility of surgical failure; third is her belief that old age brings many infirmities; and fourth is the thought that due to her age she will be e xperiencing other illnesses aside from breast cancer. Cultural Issues: The diagnosis evidently affects Irene’s self-worth as a woman. She obviously adheres to the assumption that women’s breasts are marks of womanliness and beauty. Hence Irene seems to be having second thoughts about seeking treatment. Lifestyle Information: She currently lives with her husband .She works as a receptionist at a plumbing supply store. She is a non-smoker and drinks two glasses of wine each week. As shown in the profile, there seems to be no indication that Irene will develop breast cancer. Major issues risked by the current health event for Mike: Irene’s diagnosis has perhaps the same psychosocial effects on her as those of Mike. Mike, early on in the diagnosis, displays signs of distress and despair. Irene’s health condition may also lead to marital problems, severe financial or resource constraints, and family maladjustments. Based on Irene’s psychosocial vital si gns, three major psychological needs are identified, which are (1) support for psychological distress, (2) appropriate coping strategies, (3) and psychosocial support for Irene’s husband and entire family. The psychosocial assessment identifies anxiety and despair as the most obvious

Employment Law Essay Example | Topics and Well Written Essays - 1500 words

Employment Law - Essay Example The company should complete the ET3 form so that they can be able to defend the claimant’s claim of unfair dismissal then present it to the employment tribunal within 28days from the time it received the claimants form. The Employment tribunal is mandated to listen to cases that arise in employment, concerning the employer or the employees over their employment rights. If the company does not present its ET3 form to the employment tribunal default judgment is likely to be entered against them, which will then preclude the company from taking part in the proceedings. If the respondent presents their ET3 form to the tribunal, the tribunal has the power to order for disclosure of all the relevant materials pertaining to the case. The employment rights are enumerated under the employment rights act. The act provides under section 36 that an agreement will be deemed to be terminated upon the last day of the period that is agreed upon. The company gave Jack a notice of termination o f his employment and therefore by virtue of the notice his employment was terminated upon the lapse of the period given for termination. ... When it comes to poor performance and misconduct the employment rights act stipulates under sections 38(2) and (3) that an employer shall only terminate the employee’s contract of employment if there is no other cause of action that can be taken. Further, the act states that, when there is a charge made against the employee for misconduct or poor performance the employee should be given the chance to respond to such a charge. It is after the employee has responded to such a charge that the employer can then effect his termination. Gross misconduct is whereby the employee conducts himself so badly that his behaviour ruins the relationship between him and his employer that leads to immediate dismissal. In the above case, the company did not give the employee an opportunity to reply to a charge of misconduct or poor performance. The company raised the allegations of his misconduct and poor performance after his contract had already been terminated. We see that it is only after th e termination of Jack’s contract that the employer became aware of the fact that he had a drinking problem and discovered the empty bottles of alcohol in his desk. Apart from Jack coming to work in an unacceptable condition, all the reasons were brought up after the employee had left the premises of the company that proves that he was not given a chance to respond to any charge that was brought against him and he was neither given a reason for his termination. The company acted wisely in giving the employee a notice of termination instead of instant termination. The tribunal considers instant termination seriously; it looks to see if the employer’s reasons for termination were reasonable and if it was fair considering the circumstances of the case. This will mean

History of education Essay Example for Free

History of education Essay John Gatto is a New York City seventh grade teacher with remarkable accolades. Because of his impressive accolades as a teacher and citizen, his words are not taken lightly. As a result of his spotlight, he has come up with a list of seven lessons that no syllabus will ever include, but Gatto insists that they form the core of our educational curriculum today. While he does not agree with the lessons himself, they are being taught nationwide and he insists â€Å"that schools have traded their educational function for one of social coordination†(Gatto 1). First, Mr. Gatto explains that he teaches confusion. That is, he teaches the idea of un-relating everything and making disconnections or teaching too much all at one time. He states â€Å"educators persist in the idea that it is better to leave school with a tool kit of superficial jargon derived from economics, sociology, math, sociology, and natural science, rather than one genuine enthusiasm†(Gatto 2). Rather than studying one or two genuine passions, students are trained to attempt to learn them all even if they don’t care for the subject. Next, Mr. Gatto teaches the lesson of class position. Rather than attempting to move up or down to an easier or harder class, the student must learn that they are in that class for a reason and they must like that position. Gatto explains that, â€Å"[his] job is to make students like being locked together with children who bear numbers like their own†(1). He claims that he never lies to students outright, but has come to learn that truth and teaching are incompatible. The third lesson taught is indifference. Instead of caring about anything too much, Gatto emphasizes that â€Å"nothing important is ever finished in my class†(Gatto 2). Students are taught that nothing really matters. Students in his class must drop everything they are doing once the bell rings, no matter the importance. Pupils live life on the installment plan and must learn to turn on and off like switches. The fourth and fifth lessons taught are emotional and intellectual dependency. Instead of thinking and acting on their own, students are drilled to believe that what they think and do is up to the teacher. The one in charge must first OK simple tasks like going to the bathroom or speaking in class. In addition, they learn that good people let experts tell them what to do. The sixth lesson is provisional self-esteem or the idea that people â€Å"must be told what they are worth†(2). If not, they will rebel against the system and cause utter chaos. Finally, it is taught that you cannot hide. He asserts that â€Å"students are encouraged to tattle on each other† (Gatto 3). Wherever you go there is a big brother watching you and you are never completely alone. Without it, children would learn unauthorized ways. These seven lessons are being taught to the majority of students across The United States of America. While some teachers, such as John Gatto, do acknowledge the fact that the system is flawed, the vast majority do not. Gatto argues that this national curriculum â€Å"produces physical, moral, and intellectual paralysis† (Gatto 4). Instead of instructing how to use your brain to it’s full potential and think critically, our system ensure that children will never grow up fully human. This system is certainly flawed and may seem impossible to recreate, but with enough backing and support a change can be made to restore the educational system. Works Cited Gatto, John T. A Few Lessons They Wont Forget. The Sun May 1991: 1-5. Print.

Teaching as a Profession Essay -- essays papers

Teaching as a Profession Winston Churchill once said â€Å"Kites rise highest against the wind (1942).† Teachers must find enough determination to overcome the adversity, stress, and other factors that might be sending them the message to leave their job, and stick with it. A teaching profession has some positive benefits, but the negative aspects are enough to push people away from a career in this field. Looking in from the outside, a job as a teacher seems ideal. In what other profession do you have every weekend, holiday, and the whole summer off? This is enough to draw a lot of people to the job, but it is not glamorous enough to keep these new teachers around for long and this creates a shortage. There are many reasons causing this shortage of teachers. Among others, stress, lack of respect, and salary are what a lot of the fleeing teachers point to for their early departure from the field. This paper will describe what is going on now in the profession and what the future will bring for the fi eld of teaching. In 1685, St. John Baptist de la Salle originated the training of teachers in France (Columbia Encyclopedia). Teaching has kept growing ever since this time, spreading all across the world. In the colonial period in America, the only requirements for teaching in the lower schools were a modicum of learning and a willingness to work in what was then an ill-paid, low-prestige occupation (Columbia Encyclopedia). The teaching profession is still somewhat looked down on, but it keeps improving with the ever-changing technology. Why teachers are on their way out Teacher retention rates have been on a â€Å"see-saw† for a few years now. According to a survey conducted by National University, reductions in class size, ... ... 2003 from http://www.new-teacher.com/salary.html Potter, Patricia E., Swenk, Dr. Jean, Schrup, Dr. Marie, Smith, Hoyt, and Weekly, Sarah. (2001). The National University Teacher Retention and Attrition Survey. Retrieved March 6,2003, from http://www.nu.edu/newevent/teacher-retention-survey/pdf/teacher.pdf Bajunid, Ibrahim Ahmad. (2003, February 16). Redefining the Teaching Profession. New Straits Times-Management Times. Barry, Paul. (2003, January 16). Trainees Prepare to Take the Heat. Coventry Evening Telegraph. Education Week. (2003, February 21). Teaching as a Profession. American Education’s Online Newspaper. Retrieved April 28, 2003 from http://edweek.org The Associated Press. (2003, January 29). Report: Teacher Retention Biggest School Woe. Retrieved March 10,2003, from http://www.cnn.com/2003/education/01/029/teacher.shortage.ap

Field Hockey Essay

I’ve never been known to be athletic. Most of my friends are quite the athletes and many of them are at D1 schools playing what they’re good at. Typically, athletes begin at a very young age and become skilled at their sport. Unfortunately, I was not raised to be an athlete; my parents never enforced it and at the time I never asked. It bothers me that they never thought of letting me try soccer, basketball, swimming, or gymnastics. However, I took matters into my own hands and tried out for Field Hockey. Picking up a sport at a young age is probably easier than picking it up your sophomore year in high school. I was influenced by many of my friends who I met my freshman year to try out. They had been playing field hockey since they were in the sixth grade. I decided to give it a shot since my friends said they were willing to help me out and teach me. Also because my childhood best friend, Caitlyn, was also trying out. My friend, Emily Cole, is a field hockey goddess to everyone who knows the sport. She is one of the best in the nation and knowing she would be there to help me get the hang of it was comforting. Once pre-season rolled around, I thought I knew what I was getting myself into. I don’t think I have ever been that sore in my life but once we started the season I was playing at the Junior Varsity level. I felt out of place because my friends were on Varsity. At one point during the season Caitlyn was a swinger playing both Varsity and Junior Varsity. It was a wakeup call, I could not believe she was playing with the Varsity team when both she and I had just started playing this sport together, I felt envious. It made me realize that nothing will ever get handed to you and that if you want something you have to go after it. My whole sophomore year, I worked on my stick work and learned the rules. I promised myself that I would be on the varsity team the upcoming season. Summer 2010, I would go running every day and work on everything I needed improvement on. I would remind myself about what it felt like not being on the Varsity team. During pre-season I proved to the Varsity coach that I did have what it took to be on the team. My original mile time was ten minutes my sophomore year. That year it was under seven minutes. Coach A was never the one to show any type of emotion but I knew she was proud. After a week of pre-season, we had to have practice indoors because it was raining and it was also the day Coach A had the uniforms out. She told us to stretch out and that meant practice was over. We all sat and stretched out and she said, â€Å"Returning varsity from last year, grab your uniform† and once every one had grabbed their uniform she said, â€Å"Gabby, you can go pick your number† I had never been so content! It felt amazing knowing that I finally had a spot on a team and even though I’ve never been much of an athlete, I did it. Once the season began, I was ready to play at the varsity level. My JV coach would always try to coach me because he knew that I had potential to be better than what I was demonstrating. I played left forward and playing left forward as a righty wasn’t easy. In order to be good at that position, you had to know where to place your stick at the right time to get a deflection into the goal. Field hockey is a sport in where you have to be aggressive which was what I lacked. The few times that Coach A gave me the opportunity to show her what I was about didn’t work out to my favor. I would miss balls that my nine year old brother could stop. That year I did not start and despite how much fun it was bonding with the older girls it wasn’t sitting on the bench. Our 2010 Field hockey team went undefeated and won a State Championship title. We did receive rings that year but it never felt right wearing that ring because as much as I was on the team I felt like I never did anything to deserve it. That year made me question why I even bothered in the first place. The rest of the school year, I put a lot of thought into whether or not I should try out for the team next year. I never once thought positive about the upcoming year, I felt used and not needed on the team. Most of my friends on the Varsity team were graduating and the only one left was Emily, the all-star. Therefore I could not settle to play like an average plater, I was expected to step up. It was my senior year, why go through all that trouble and quit? I wasn’t sure returning the upcoming season was the best idea but I did it anyway. I could not allow myself to quit knowing I had made it that far. Every day after practice, I would ask Emily to stay and help me whether it was with conditioning or stick work. I had no other option but to step up and help my team. There were finally spots which I could fill in for; the only problem was they were big shoes to fill in. I knew that if I wanted to start this year, I would have to put aside all of my fears and work harder than ever before. In the beginning of the season I did not start. At that point, I was on the verge of just quitting because it was clear that everything I was doing was not working. It wasn’t that my coach didn’t believe in me, it was obvious I didn’t believe in myself. My team and I entered post season undefeated. Our coach always said that depending on how your warm up goes that’s how you will play. My warm up went fairly well that day and my coach decided to put me in. I knew that this game was important and I had to leave all of my emotions on the bench. We were down by two and Emily had got a hold of the ball in the circle, I ran to where I was supposed to be on the right post at the right time with the right angle and it deflected into the goal so perfectly. It was one of the best feelings I had ever felt. I remember my team jumping on top of me and my coach yelling, â€Å"I knew you could do it!’ I felt so much more confident and a sense of relief. It made me realize why I was playing and why I didn’t quit. As the season went on I was so glad that I had made the right decision, I became one of the leading top scorers and became part of the starting lineup for the rest of the season. We kept our title by winning another State Championship. This time around I was proud to wear the ring that was given to us. Every year after our season ends we have a banquet where our coach gives us all a little gift and talks about each one of us. I remember Coach A saying she was so proud of who I had become on the field and knew all along I had it in me. All I could say to her was thank you for being the coach that she was and believing in me. This experience taught me that nothing comes easy. There are things that you will go after but never fully grasp. It taught me that in life not everything goes your way. You will get pushed to the ground but it is up to you if you get up and keep fighting. Even though Field hockey was never on my list of sports that I wish I had played, I’m so grateful for the friends I met who pushed me into playing this sport. It just goes to show that you can really do anything you set your mind to. It just depends on your attitude and how you go about the things that are thrown at you. Many people take the easy way out and just quit but holding on even though the road is rocky for most of the way is true ambition. It all depends on the kind of person you are or want to become. My coach always said, â€Å"Quitters never win and winners never quit.†

Differences in Cultural Conceptions of Intelligence

There are many definitions of intelligence according to both formal and informal theories. Under formal theories, intelligence is associated to adaptation to the environment and the capability to learn. According to experts, there is an intelligence factor, referred to as g, which dictates all adaptive behaviors such as mental, verbal, creative and mechanical abilities. On the other hand, informal theories define intelligence using verbal, practical and social abilities. Conventional measurements of intelligence involve IQ (intelligence quotient) tests.However, different cultures define and measure intelligence differently. Western and Eastern cultures see intelligence in varying perspective according to important factors in each of these two societies (Sternberg et al, 2005). Western culture, such in the United States and most parts of Europe, traditionally defines intelligence as the mental capacity for analytical and reasoning as evidenced by strong performance in practical proble m solving, verbal and social skills.Accordingly, several tests in the United States are used to gauge a person’s intelligence. Examples are the Stanford-Binet Intelligence Scale, the Wechsler Intelligence Scales, Cognitive Abilities Test, and School and College Abilities Tests (Sternberg, 2007). Eastern cultures have an entirely different conventional view of intelligence. In China, for example, intelligence covers righteousness, benevolence, humility, self-knowledge and character as some of the traits that are associated when describing intelligence in addition to cognitive abilities.Furthermore, in Taiwanese Chinese, there are five conceptions regarding intelligence. These are cognitive, interpersonal, intrapersonal, intellectual self-assertion, and self-effacement. With the above differences in the perception of intelligence in two representative cultures such as the Chinese (Eastern) and American (Western), comes equivalent parameters that should be remembered to measure abilities. Each has its own methods for testing linguistic, spatial and interpersonal skills (Sternberg, 2007).For testing linguistic capabilities, it is important to take into account the use of appropriate language medium. The two cultures agree on using their native tongues for assessing intelligence of members of the said cultures. The English language is prevalently used in American schools; on the other hand, Chinese characters are common in schools in China. The use of figures and characters in the latter language gives advantage to Chinese students in their spatial abilities whereas abstract thinking and imagination is inspired in American setting.Therefore, a glaring contrast in tests given to American and Chinese students lies in the presence or degree of creativity and spatial skills tests, respectively. As mentioned above, there is great advantage among Chinese with regards to spatial thinking skills which can be attributed to the use of characters and physical represent ations in their language. On the other hand, emphasis is given on the use of alphanumeric characters in Western culture which partly results in abstract reasoning. This is why there are more tests dealing with creative thinking in Western than in Chinese culture.With regards to interpersonal skills, teamwork and collaboration is highlighted in the Western culture while in Eastern culture, the importance of excelling and being independent in order to provide or be an example to other people takes precedence. In other words the difference lies in the Eastern focus on the self as exemplified in the Taoist tradition unlike the Western’s emphasis on unity. Therefore, Eastern culture test for how best to surpass one’s successes while Western culture evaluate a person’s ability to be productive within a group (Sternberg, 2007).

Impeachment essays

Impeachment essays Impeachment: A long process It is the ultimate punishment for a president: impeachment. But it is a long and complicated route to removing a political official from office and never in more than 200 years of U.S. history has it happened to a president for "treason, bribery or other high crimes and misdemeanors,'' as spelled out in the U.S. Constitution as reasons for impeachment. Article II, Section 4, of the U.S. Constitution specifies the procedures to be used to remove the president, vice president or other officials from office. The rarely used procedure is complex, reflecting 18th-century formalities. The process opens in various ways through the House. In one process, the House votes on an inquiry of impeachment which would direct the Judiciary Committee to investigate the charges against the president. If a member of Congress takes the more serious step of introducing a resolution of impeachment, all other work must stop until a decision is reached. Either the president is cleared of the charges through an investigation, or the committee votes to send articles of impeachment to the full House. If the House approves articles of impeachment, a trial is conducted in the Senate, presided over by the chief justice of the Supreme Court. At the conclusion, the Senate may vote to simply remove the official from office, or to remove him or her from office and bar from holding any other federal office. Removal requires a two-thirds majority in the Senate. House Judiciary Committee Chairman Henry Hyde, respected by both parties as a thoughtful lawmaker, said on CNN that impeachment could follow if Clinton were found to have urged a former White House intern to lie under oath. "If he (independent counsel Kenneth Starr) verifies the authenticity of these charges, impeachment might very well be an option,'' the Illinois Republican said. ...

Why Noon is no longer the Ninth Hour

Why Noon is no longer the Ninth Hour Why â€Å"Noon† is no longer the â€Å"Ninth Hour† Why â€Å"Noon† is no longer the â€Å"Ninth Hour† By Maeve Maddox In current usage, the English word noon refers to midday, the time when the sun reaches the meridian. Look into the etymology of the word noon, and you will find that it comes from the Latin word for the number nine. So why does our word for the time when both hands of the clock are on the twelve come from a word for nine? Like the word noon itself, the original time-related meaning goes back to the Romans. They counted the hours of the day from sunrise. The â€Å"ninth hour† (nona hora) was about 3 p.m. our time. Christians adopted Jewish customs of praying at certain hours. When Christian monastic orders were formed, a daily timetable was drawn up centered on hours for prayer. According to the earliest schedules, the monks were required to pray at three-hour intervals: 6-9 p.m., 9 p.m.-midnight, midnight-3 a.m., and 3 a.m.-6 a.m. The prayers to be said at specified times during the day are known as the Divine Office and the times at which they are to be recited are the canonical hours: Vigils: night Matins: dawn Lauds: dawn Prime: 6 a.m. â€Å"first hour† Terce: 9 a.m. â€Å"third hour† Sext: noon â€Å"sixth hour† None: 3 p.m. â€Å"ninth hour† Vespers: sunset Compline: before bed Vigils was also known as the â€Å"Night Office.† Matins and Lauds originally referred to the prayers sung at dawn. In time, the Night Office came to be called Matins. The shift in the meaning of noon from â€Å"3 p.m.† to 12 noon† began in the 12th century when the prayers said at the â€Å"ninth hour† were set back to the â€Å"sixth hour.† By the year 1140, the Old English word non had taken on the meaning of â€Å"midday† or â€Å"midday meal.† Like our words September, October, November, and December, noon is a fossil word that embeds customs of former ages. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund Phrases8 Proofreading Tips And TechniquesSupervise vs. Monitor

The Effects of Good Lie in Plato's Republic Essay

The Effects of Good Lie in Plato's Republic - Essay Example The effects of a good lie as demonstrated by Plato were useful to Citizens generally if they did not conflict with the morals and the teaching of gods. In situations where the lies were used by the leaders to protect the citizens from the enemies had a positive impact on the citizens. This lead to the creation of strong relations between the leaders and the people due to the great faith the people had on the leadership. This founded strong ties and great kingdoms. However, bad lies too had implications on the leadership and the whole state. Lost hopes manifested themselves in the county that always prioritized on bad lies. Thus the effects were exhibited depending on the kind of a lie used ( Grube, pg. 56). Political lies are necessary at times if they are constructive and beneficial. A good example by Plato is when the ruler of Athens used a lie to influence the citizens to build a new fleet because he lied that the Island of Aegina was a threat. This fleet was later used for defense against the  Persians.

Scientific Method Applied to Forensic Science Paper Essay

Scientific Method Applied to Forensic Science Paper - Essay Example The scientific method is applied to forensic science to help forensic scientists gather needed evidence to come to a conclusion about a criminal event. Though it follows the same basic ideas and techniques as the original tried and true scientific method, forensic science has their own tweaked version of the method, which is as follows: observation and description of a phenomenon, or a group of phenomenon; formulation of a hypothesis, or hypotheses, to explain the phenomenon; use of the hypothesis to predict the existence of other phenomenon, or to predict quantitatively the results of new observations; â€Å"performance of experimental tests of the predictions by several independent experiments (James, 2009)†. These methods aid forensic scientists in the solving and understanding of the events of criminal investigations. The first step in the forensic scientific method is to observe and describe phenomenon or a group of such. The forensic scientist needs to be able to understand what they are seeing when they are viewing the crime scene and the evidence that they inspect. â€Å"If they describe it wrong or relay the information incorrectly, they will botch the experiment, thus botching the investigation and lessening the chances of solving the crime accurately (Braswell, 2007)†. They have to focus on the entire crime scene, taking in every bit of information that they can and making note and taking pictures of the totality of the scene. The recording of what they find allows them to look back at everything later, giving them the chance to find new evidence that they overlooked during the initial inspection. They have to look at the scene as a whole, breaking the scene up into smaller sections to further their collection of evidence and comprehension of the crime scene. With closer inspection, they can begin to understand what did take place, so all

How the epic poem Iliad influenced Alexander the Great Research Paper

How the epic poem Iliad influenced Alexander the Great - Research Paper Example The paper "How the epic poem Iliad influenced Alexander the Great" states the influence of Iliad to Alexander the Great. To a great extent, Iliad’s world was a world of heroism for Alexander. Homer’s heroes -especially, Achilles- had influenced the young mind of Alexander in his youth. But this world also taught him morality and courage to a considerable extent. It was the courage of Achilles’ courage -to go against Agamemnon’s tyrannous, unreasonable and despotic behavior- that inspired Alexander to raise his voice often against his father’s royal policies. Though he inherited much of the war-tactics and the wisdom of fighting and winning a war from his father Philip of Macedon, textual evidences from the â€Å"Iliad† show that a significant part of Alexander’s war-tactics had been induced and modulated by the war-tactics of Homeric heroes. This paper will explore into how Alexander had been influenced by Homer’s epic poem â₠¬ËœIliad’. Alexander’s real-life activities will be compared with the textual evidences in the poem. During the formative years of his early life Alexander had been greatly influenced by the â€Å"Iliad†. Since his time, he has turned into a legendary personality. He appears to one of the most influential historical personalities who tamed the world by their courage. But this legendary personality himself has been inspired tremendously by the Greek mythologies and legends. During the early years of his life, Alexander studied the ‘Iliad’. The courage and heroism of the Greek heroes.... The courage and heroism of the Greek heroes in the story were greatly shaping the young mind of Alexander. Especially the Homeric hero Achilles attracted him so much that he decided to imitate him in his real life. Till his death, the Achillean motivation to fight in a war has haunted Alexander’s mind. This Achillean motivation is best described in the following speech of Achilles: â€Å"If I hold out here and I lay siege to Troy, / my journey home is gone, but my glory never dies. / If I voyage back to the fatherland I love, / my pride, my glory dies. . . .†1 The famous Historian Plutarch comments that being pleased by Alexander’s passion for Achilles, Aristotle himself prepared an annotated copy the ‘Iliad’ and gave it to the young boy. This annotated copy of the Iliad accompanied Alexander till the last day of his life. He even slept with it under his pillow, as Chris Whitten says in this regard: â€Å"Emulating the famous hero was apparently enc ouraged by his teacher, the great philosopher Aristotle†¦.Aristotle personally annotated a copy of the Iliad for Alexander. Alexander kept it with him throughout all his later travels, even sleeping with it under his pillow.†2 Another event in Alexander’s life inspired him to mould his life after Achilles. His mother, Olympias, had been able to convince young Alexander that he was the descendant of Achilles and Hercules. Though Olympias’s story seems to be a sheer fantasy, it shook Alexander’s young mind vehemently and prepared him mentally to keep the fantasized Achillean heroic family tradition intact. Iliad’s Role on Alexander’s Conflict with Philip II From the very beginning of his career in the Macedonian Army, Alexander began to react against

Management of Contractual Risks

Management of Contractual Risks 1 Introduction Managing risk should be a fundamental part of bidding for Building or Highways work. Risk is described by Atkinson (2001) as the probability of an occurrence of a hazard and the magnitude of the consequences. Consequently risk may also be considered as the possibility of an experience happening and the resultant effect of the experience if it ere to take place. As defined by RICS (2010) risk management is a means of processes where risks are recognised, examined and then of course controlled. It is a constant cycle that begins at the pretender stage; this means that risks of events are put into a bid from the start and also at the end of construction. During the different phases of a project, many new even previously un-thought of risks materialise throughout. Recognising them quickly allows faster mitigation; in order to reduce impact risk has on the project. This study has examined the inaccuracy of pretender process of managing risk with the use of both pretender and contract registers. There were also opportunities, they were recognised. The subject area of risk was selected following discussions with managers and work colleagues, during my 2010 placement year with Sir Robert McAlpine (SRM). This topic was considered as an ideal subject area for a research project because SRM were improving the system they currently incorporate. So the plan of the study was to advise any conclusions made on the research, so as to further enhance the pretender practice within SRM. My colleagues gave me some risk data sheets for a few projects. The emphasis being on highway construction, as this information was available from my placement and SRM. 1.2 Rationale The subject of what to research developed from consultations with colleagues and the line manager at SRM. My colleagues were interested in the managing of risk and were working to improve SRMs pretender risk process to ensure it replicated the contract phase a bit more. This therefore illustrated a requirement in the business and indeed construction for research in to this topic area. The main reason for eventually electing the subject area of risk was the open access of information provided by SRM and the contact with knowledgeable personnel in my placement. This gave a better understanding of the procedures, allowing greater understanding in subject area of risk. In addition access was gained during placement to potential data in the form of contract and pretender risk registers from various Highway works undertaken by SRM. The aim of the research as came about by undertaking literary research, up to that point none of the data was collected, or plan formulated of how to use the data. The aim was to understand how pretender recognition of risks may be inaccurate. After that considering how it could be improved and whether it was possible to do so. Subsequently, recording any conclusions of pretender process in order to develop and better it. 1.3 Hypothesis, Aims and main Objectives 1.3.1 Aims Were to see if management of the contractual risks identifies significant additional risks that the pretender risk process failed to recognise and thus determine how inaccurate the pretender risk process is. 1.3.2 Objectives Find the processes presently employed to deal with risk, in both contractual and pretender phases and in recognising and measuring them. Investigate if important additional contractual risks recognised were within the pretender phase register. Compare SRMs risk management processes with other contractors and analyse to find the best solution. If possible, note any resulting conclusions and input results within the pretender register then produce a new and accurate one. 1.3.3 Hypothesis The management of contractual risks in Highway construction successfully identifies additional risks, consequently pretender appraisal has become inaccurate. 1.4 Overview of work done / Methodology 1.4.1 SRM schemes/jobs The SRM jobs used on the research comprised of, M1 J25-28, and A19 upgrade (both Highways Agency jobs) and M74 Glasgow council, all Highway projects. A19 was Term Maintenance Contract (TMC) whereas M1 J25-28 and M74 upgrade were (MAC) contracts. When examining the A19 upgrade the contractual records were acquired but the pretender risk records were not. However the contractual records were compared to a risk bid from a different project. Not ideal but the only solution at the time. The majority of the items were related, so comparable/related items were drawn from the pretender items, then included in the A19 contract register. An evaluation was done involving the contract and pretender risks. To do this the max, min, probable costs in addition to the likelihood of a risk event were incorporated from contract and pretender appraisals. A total assessment of the risks was calculated via averaging the max, min as well as probable costs which are multiplied against the likelihood of the risk event. All risks types were identified, in order to distinguish trends in risks recognised at the pretender and found in contract phase or were not found at all. The A19 contract risk register was distinctive to M1 J25-28 and M74 upgrade registers as it didnt contain costs. Every risk was divided by its probability and impact, whether that was high, medium or low appraisal. The pretender register, risk items were fitted against the occurring contractual register items. To see if every item in the registers were done, costs and probabilities were assigned to the A19 contractual risk method of appraisal. In getting a total assessment, both probability and risk price were multiplied. These costs were then evaluated against the overall pretender costs. 1.4.2 Highway contractor Interviews Interviews via telephone were conducted with a few companies to really see what processes are used at post contract and pretender. Also to find out how precise these methods are. Companies interviewed were: Morgan EST. Vinci Balfour Beatty May Guerney 1.4.3 Literature Review In order to understand the risk management procedures in construction and more specifically in Highways work a literary review was embarked on. This meant the research would gain an appreciation of the perception of risk by construction, prior to any literary review, my personal experience had only come from SRMs perspective and the processes they use. In order to gain real understanding and to funnel clearly on what my hypothesis stated, it was decided to split the literature review into two sections. One section, comprising of processes used by industry, taken from an assortment of books. The second section being that of SRMs highways process and accompanying documents. This makes it possible for an assessment to be conducted between SRM and the other contractors, like how different stages of a contract work in Highway works. 1.5 Overview of conclusions Both the information gained and analysis undertaken, imply the data could sustain the theory and main aims. Due to a large risk amount being found in contractual phase that was not previously seen at pretender. Even though assessments for any one risk were fairly inexact, overall assessment of pretender and contractual seemed strong. Showing pretender registers was inaccurate and needed to be better if assessments and risk management has to become more reliable. 1.6 Report Guide 1 Introduction An opening on the managing of risk in the dissertation while validating the basis in selecting the subject area. The introduction states the aims, objectives and hypothesis that the researched was established upon, as well as outlining the work done and an overview of the Conclusions. 2 Methodology Explains the methods used to investigate my hypothesis, from Literature review, approaches used in analysis and review of information and any outcomes. This expresses the reasons for utilising the techniques chosen also any research restrictions. Its meant to be a methodical, simple approach to how things were done. 3 Literature Review This chapter contains my understanding and Knowledge of the subject area. Done by means of, studying the risk process used in management through books, journals and the internet. Allowing a greater comprehension of risk in Highways work, and how its viewed and used. 4 Results and Analysis Confirms the outcome in the investigation and subsequent breakdown of SRMs jobs as well as the Highway contractors interviews. It outlines the judgments made concerning the pretender and contractual assessments. The Hypothesis was then tested against the information found, to see if its statement is true or false. 6 Conclusions- This analyses all the results in relation to the hypothesis and if theres is any basis that it will hold up. Detailing limitations affecting the research, while also imparting proposals for both industry and any future dissertations. 2 Methodology 2.1 Introduction Methodologies are vital to the accomplishments of research and must be dealt with care in order for the most appropriate research methods to be chosen (Fellows and Liu, 2008). The methodology outcome depended on the subject area, research aims and amount of literature review obtained. For data collection and analysis, the methods employed ought to be realising the aims and objectives so as to continually test the hypothesis and validate the research. The information that was obtainable and available played a huge role, as work on the dissertation could not be done if the information wasnt relevant. The information therefore can be decided by the hypothesis, as if the information was not on hand then one cant trial the hypothesis. Due to these factors, risk management was identified as an appropriate topic from the beginning, but it wasnt until the research was started that defining the hypothesis was possible, yet having an impression of the aims and objectives that were to be accomplished. From the off, the aim was to gauge how precise pretender risk management was, even if unsure of the data and information existing prior to consulting SRM team. Ultimately this section highlights the research methods utilised in the research, and the close association that has been made when doing so between the methods and Aim, hypothesis and objectives. 2.2 Aim Employed to help concentrate the methodology in choosing the right methods, also to clarify to the person who reads the dissertation what precisely was being investigated. So this shall be done by recalling the Aim set out: To see whether the post contract risk process identifies key additional risks that the pretender risk process failed to recognise and thus determine how inaccurate pretender risk process is. 2.3 Quantitative and Qualitative methods In Data collection there are two key styles; quantitative and qualitative forms of research. Quantitative method, being a grouping of information done using figures, which is then evaluated by arithmetical trials to trial an assumption or theory (Creswell, 1994). While the Qualitative method was quite different, instead using connotations, previous incidents and words (Naoum, 2007). Quantitative Methods can be less difficult in examining; it creates measurable outcomes that create analytical arithmetical results. They tend to be better for others to read and understand. While, qualitative information from research has a tendency to be complicated as it often requires researcher input and manipulation to ensure its appropriate for investigative procedures (Fellows and Liu, 2008). The methods adopted depend upon data obtainable as well as the research itself. By executing good research, its generally required and essential to use both quantitative and qualitative. Therefore a mixture o f the two was brought to play, for a more correct and more reliable conclusion; more is detailed further in this section. 2.4 Literature Review As mentioned previously literary appraisal was undertaken; providing a core subject knowledge in risk management of Highway construction. The idea in doing this was grasping how risk was analysed in Highway construction sector, and the procedures used in controlling it. Next research was done to discover how risk was managed, by using literature in form of books and journals. Then see SRMs risk management process from their risk management documentation. Dividing the literature review in two sections meant that one of the objectives could be fulfilled by comparing SRMs risk management approach with other construction companies. By doing the literary appraisal it imparted a better comprehension of the chosen topic of risk, and illustrated the problems and successes in risk management. While also showing the diverse and numerous ways in managing risk, and how the approach identified and selected can depend on many issues like project type, contract used or even size of companies and jobs themselves. The list literature sources below were used in delivering the dissertation:   Textbooks -were very useful in gaining the relevant knowledge of risk management, and procedures used. Books located in the library were discovered using the computer search engines. using. Chapters needed or thought appropriate were studied, and compared against searches that had been made on the internet. A check system, which assessed the validity of both sources of information against each other. With much of the research it became apparent that information in books available werent current especially in the older series of books. Despite this it wasnt a predicament for Risk management as texts of up to ten years old were and are significant and applicable now, with some techniques having improved. The books allowed for great comparison for up to date information on the internet. Journals were again located on the Loughborough University library database, which with the relevant buzz words located material of use. Finding journals proved difficult in comparison to textbook numbers, yet the sources were helpful.   Internet supplied a platform for research of literature. Being easy to use and handy, collating information could be done at speed and with relative ease. It allowed greater understanding of what type of book would be needed from the library. Information from the internet was important but it had its limits and it was vital to know that it can be inaccurate and cause misguidance, research can be more guaranteed with text and journals. This way of thinking about limitations in using the internet was in mind when searching websites on risk in the construction. Finding various helpful websites any information was compared other websites in order to increase reliability, but most importantly against book and journals. As with all research appropriate sources of reliability were identified and used like the RICS website. Two editorials from RICS site provided constructive, and were used in the literature review. In finding books the internet was most useful as many articles on websit es highlighted book of particular relevance and use.   SRMs Risk Management Procedures document SRMs risk management procedure document was used as section two of the literature review. Reading through the document and important information was used in the literature review, particularly, on the processes used by SRM in risk management. A comparison was made between SRMs procedures and with those found in the first half of the literature review. 2.5 Data Collection When actually collecting the data for the research the collection was again split into two parts. The initial data collection was from SRM projects, other data collection was associated to other contractors. The intention was to compare the risk procedures, and attempt at analysing which was the superior one. The next section shows how all the data collection was collected and prepared. 2.5.1 SRM Projects The information on the SRM jobs were formed while in placement during 2010, while working on the M1, involved in subcontractor packages and various Quantity surveying related work. Prior to any data collection, discussions with colleagues and senior managers took place in order to help formulate and aid the research as what would be required in terms of data. At this stage no hypothesis had been decided, the idea was to assess the accuracy of risks in the pretender assessments. Therefore colleagues stated and recommended the use of valid information in the form pretender and contractual risk registers could be provided. The contracts that would be made available were the M1 J25-28 scheme, A19 upgrade and M74 Glasgow project. Three similar Motorway/road maintenance projects that differ from each other contractually. A19 upgrade was a TMC to maintain, operate a network of strategic roads in the North East. M1 J25-28 and M74 are both MAC contracts for similar maintenance one in the midlands and the latter in Glasgow. A19 upgrade and M1 J25-28 are HA run, while M74 was for the Glasgow city council. The HA run their contracts by splitting their contracts into 13 sections in the UK, and in these projects cases offer for the extension and maintenance of the roads within these sections. The reason that A19 upgrade was a TMC but M1 J25-28 and M74, MAC based contracts were that previous to the MAC HA projects were also run with the TMC contract, but now all is done under MAC style. The contracts run for 5 years with optional extensions. Different sections of maintenance start and end at different areas on the motorway in question over a 5 year cycle, meaning that when MAC contracts were first used, some sections werent using them and using TMC etc A19 upgrade was a TMC completed in 2009, whereas M1 J25-28 scheme was a modern MAC contract just saw completion in late 2010. The difference in MACs and TMC are TMC two separate companies, one as managing agent the other as main contractor. MAC consists of the 1 contractor, running both as an agent to the client and as main contractor on site. Using the three contracts as the basis for the research the risk manager on the placement at SRM provided a pretender register for the M1 J25-28 risk management and A19 contractual phase, both of which he had involvement on. Trying to get pretender ones for M74 was problematic but couldnt find any. In order to have a full complete analysis, it was decided that for M74 to use another MAC pretender risk register. Pretty much similar to M74 except the location geographically. For sure this would create limitations but it could possible in using another risk register as SRM do when starting on a new comparable bids. So similarities would be high and that as long as it was noted in the dissertation as to its use and reasons why. Due to the generic nature of the risks they were deemed suitable as with what SRM do in practice. While on placement working on the M1 J25-28 contract meant developing contacts with colleagues who work day in day out on the subject are. Therefore requesting registers on M1 job was easier than the other jobs. The A19 contractual register came to me inn the same way. Getting the M74 contractual register, as the risk team on my placement had contact details for which to enquire with and the registers were duly emailed. 2.5.2 Rival Highway Contractors Obtaining information via rivals in the sector of road maintenance was much more difficult than from SRM sources, as they were very protective of information they gave out. The SRM jobs were Highways related, so the focus was getting some from Highway firms. By doing additional data collection it allowed for an honest comparison between SRM and other contractors. The methods were expected to have been alike if not the same, involving different construction projects; the data was likely to be different. The plan was to send questionnaires to the chosen contractors, but after unsuccessful returns it became apparent that another route would be needed, so interviews via telephone were deemed suitable. It seemed with written survey, contractors were inclined to take no notice of it or put a more generic thoughtless answer, While via a telephone interview response to the questions asked would be immediate and better, with no real confusion of what the question was asking as myself in person could explain. The Highway contractors contacted were: Morgan est. Vinci Balfour Beatty May Guerney A semi-structured set of questions was planned in order to gain the information required but also allowed telephone participant to elaborate and discuss the subject in a friendly professional manner. Contractors in Highways works were contacted, the dissertation of Risk Management was explained with the aims and objectives that needed to be achieved and asked the below queries: Does your company possess a methodology for the management of pretender risks? How does your company detect risks in the pretender phase? How does your company calculate final risk totals? Does your company undertake risk management after the contractual phase? ould I obtain a pretender and or contractual risk register to use in my research (for the Highways project you are on)? Each Contractor interviewed was told research being undertaking intended in contrasting data in pretender phase against the contractual as well as any assessments made. The questions were supposed to see what processes companies used in managing risks. Overall the different companies were helpful in answering these questions. The Fifth and final question was done to get registers like that gained from SRM. It was the only difficult part as many refused to hand registers over from live projects due to the sensitivity of their data and company policies. However some registers were received but didnt really contain the crucial information required just a formatted company risk register. Throughout the interviews, notes were made on the first four questions and the results put into a table at the time of the interview showing the company and their response to each question. Thus, making analysis easier when looking at the responses later in the dissertation. 2.6 Analysis of data Prior to analysis, the research had assessed how SRM price risks. It was crucial in knowing this before as it established the type of analysis would that be approved, and is detailed below. Upon formulating the risks that have been identified each risk will be categorised with maximum, most likely, minimum values and probability. The data was put through a programme @ RISK formulates hundreds of simulations, creating a graph showing the data. The 75th percentile is put in the final pretender as the final risk total. SRM do this for all of their projects. For this dissertation we were concerned in the risks recognised and individual costing risks as shown in paragraph above with min, max and probable etc. The focal point being what was keyed in to @ RISK as opposed to what it produces. For the Data analysis the SRM contracts have been split into their individual projects and the Other Highway contractors. The reason for splitting the SRMs projects was that the analysis varied in parts by way it had been collected as mentioned earlier (some with full risk registers some in part). 2.6.1 M1 J25-28s scheme and M74 Glasgow Analysis for M1 and M74 projects were pretty much the same. The M1 contract and pretender risk register could be matched up to the pretender and contractual registers for the M74 contract risks, due to them being MACs. In evaluating the accurateness of the risk registers and appraisals made, comparable risks to contractual register were then removed from the pretender. When comparing values in matching risks, it was vital to have a total value for both pretender and contractual registers. The best and most impartial methods for pretender register were to average the minimum, maximum, probable figures then multiplying by likelihood of the event. These were a range of potential expenses which could be incurred by the risk, and any total cost was decided to be an average of these, as all projects had them. As its unknown as to its actually occurrence the average should be multiplied by the probability, which gives a total potential cost to the risk. While the contract risk registers should be considered by severity and possibility by scale of 1-5, and then an assessment of the risk was undertaken, figuring out the most likely value as well as minimum and maximum. Mitigation measures are identified for each risk, and then assessment was done again as before the mitigation. The M74 didnt have min prices in its contractual register, therefore all risks were assumed to be zero. Without any minimum values any overall assessments of the risk would not have been made. The reason for not using the likely value instead was so the data would use a range of values. It was decided greater accuracy would be found in setting the minimum as zero and range of values than the most likely. By setting all its risks as zero means they are an unimportant minimum value or a risk/event that doesnt happen. The M1 contract register had all the necessary values so no intervention was needed. Both contract risk registers failed to show any probability, just a likelihood scale from 1-5. Therefore it was assumed, giving the scale a percentage instead, 10%, 20%, 30%, 50%, 70% and 90%. Then the total appraisals of the contractual registers were done through an identical method. Where similar contractual risks could be distributable to a few pretender risks in a register or vice versa, the total appraisal amounts were split by the quantity of risk items, in preventing them being counted twice. This was tabulated under the headings; the contract risks, pretender risks, information put into the registers, and total assessment. The contract risks were then categorised: Unrecognised however is protected (No value). Unrecognised but not protected ought to have been recognised. Unrecognised unable to recognise. Recognised while also protected. Identified yet unprotected. Each risk was grouped by colour to state which category from above it fell in. 2.6.2 A19 upgrade The breakdown of the A19 job was began in a similar way to the M1 J25-28 and M74 contracts. The measurement total cost for pretender register was done the same as in the other projects by averaging and the different range of values and dividing by probability of them occurring. When totalling the contract risks differences became apparent as the register calculated risks another way, as there were no costs. So Instead they were measured under the probability and impact style grid, using severity status as guides, whether that be low, medium or high. So in order to measure the total value of risks would mean assigning each risk a value and probability based on the risk severity system used, then times the two numbers to get the total assessment for that given risk This therefore required the assignment of cost and probabilities to be accurate. So by using the Risk severity matrix as used by SRM, a cost could be associated to a certain risk level. With use of the grid SRM review probability/likelihood with a scale from 1-5 and assign costs in numerical order of the probability scale for impact: Below  £1,000 Between  £1,000  £10,000 Between  £10,000  £100,000 Between  £100,000  £1,000,000 Above  £1,000,000 The figures above seemed a very useful guide and perfect to use, create a good range that could be easily used in analysis. The likelihoods for the risks events were given percentages instead of low, medium, high, so as to fit in to correspond and be like the information found in M1 and M74 projects, so: Low being 10%, Medium at 50% High 90%. These numbers were chosen as the provided not too certain outcomes for low and high at 10 and 90 percent, while the medium suited to being the mid point between the two figures. So in getting the total risk value, costs times probability. Then the rest of the analysis followed the same steps taken by M1 and M74 data analysis. 2.6.3 Analysis summary The tables of data for all three projects showing the comparisons made are in the appendices. These tables were only a start in analysing data as they on their own only show limited information that cannot fully test the hypothesis. So Risk recognition was key objective and so a list was formulated of any risks recognised, not recognised and not assessed, were omitted. From this list, risks could be categorised and therefore see which type of items could or could not be seen in pretender by the bid team. Now having had risks recognised and risks unrecognised as threats in pretender meant potentially testing a hypothesis as to whether pretender stage is inaccurate. From this new data 2 graphs were made highlighting and representing more clearly the type of items in registers that was recognised in pretender and those that werent. A review table was then drawn to finally account for the contract risks and categorised as below: Unrecognised however is protected (No value). Unrecognised but not protected ought to have been recognised. Unrecognised unable to recognise. Recognised while also protected. Identified yet unprotected. This table only really accounted for risks in pretender register which corresponded with contract risk, but not the other way round. So it didnt account for all risks found in pretender bid or how many werent in the contract register. So a total evaluation of risks featured in the pretender bid but not in the contract register, so as to fully see the accuracy or inaccuracy of it. As a result a Pretender table of risks recognised at contractual phase was made and the total appraisals done at both pretender bid and contractual phase were compared and contrasted. Last part glimpsed through inaccuracies of pretender register. Done by removing risks identified in pretender and contractual documents, the disparities then tabulated. The variations were categorised, and detailed in a Histogram. 2.6.4 Rival Highway Contractors The ways in which the other Highway teams identified assessed risks at pretender stage, were investigated. This was done by referring back to the table formulated at the time of the interviews. Proceeding with recognition and classification methods, digging out the methods used, what company used what method type. The same was done for the appraisals of risk, so formed 2 pie charts showing the recognition and appraisal of the rival companies risk management processes. It illustrates the most popular methods used by the Highway Contractors interviewed. These methods were compared against the methods SRM use. Many of the companies did turn down the opportunity in handing over information, citied by them as the company policies not to do so and the information is delicate. However some registers were received but didnt really contain the crucial information required just a formatted company risk. Also it proved difficult to obtain pretender and contractual registers, instead receiving o ne without having the other to compare against. Need to fill in contractors interviewed etc!!!!! It was very helpful to look at the various formats of different registers that companys used, and the informatio