My Favorite Movie free essay sample

Well, I like movies, a lot. I couldn’t survive without movies. And of course I have my favorite movie. It’s â€Å"Twilight†! I knew that â€Å"Twilight† will be my favorite movie when I saw it I was completely in love with the movie. The film is based on a novel â€Å"Twilight† written by Stephen Mayer and there are 3 more parts of book,† New Moon†, â€Å"Eclipse† and â€Å"Breaking Dawn†. I read them all of course and those are my favorite books. The movie is about a teenage girl Bella and her boyfriend Edward. Edward is a vampire. It’s a beautiful love story like no other: completely different. I’m sure that there will never be a story like this. That’s something what every girl dreams about, a perfect boyfriend who would do anything for her. And I think that the fact that he’s a vampire is so cool. We will write a custom essay sample on My Favorite Movie or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But I don’t like this movie just because it’s a love story, I like it because of Edward. I already said that I love the fact that Edward is a vampire. Il like his superhuman powers. He can read other peoples mind, he’s cold, he can run fast, he’s so strong. I would like to have all of that. But it’s a love story, love story between a girl and a vampire. That’s the sweetest thing. Ok, I will never like any other movie like I love â€Å"Twilight†. I have all my room full of posters of vampires imagine that. To be honest I feel incredible when I watch â€Å"Twilight†.

Simulation Paper Leadership

Simulation Paper Leadership Simulation Paper Leadership Leadership and Decision Making Harpreet Kaur Dhillon 1310315 Diana Alvarez Valencia 1310200 University Canada West Professor: Dr. Michele Vincenti MGMT 660 February 22, 2015 Leadership and Decision Making Introduction As Project Directors we have worked closely with one of our teams for several years. Their work is excellent and the team gets along well together. Recognizing their abilities, you feel they can now work more on their own. You have begun this year to redirect your energies to other projects and teams, and they have continued to work effectively. You must now ask them to accept additional tasks and responsibilities. WE WOULD . . . a) Background The Company â€Å"X† (this is a fictitious name) is a company that sells candies for almost 50 years in Mexico. This company have been working in different projects to improve and increase their productivity and also to increase the revenues in the company. This company is a world-class company that had been growing in a fast pace. The processes that this company has been working with were not competitive to fulfill the market needs. For that reason, an alternative that the company chose to fulfill the market needs was the implementation of an ERP system that can create a global way of working within the organization. In this case the company chose the SAP ERP. The implementation of this new system in the company required a group of teams that will comprise the information of each area and carry out with the implementation of SAP. The team members were part of different areas of the organization. Each team member has different skills and background that completes the right set of assets to create the proper environment for the project implementation. The team members where selected from each department of the company, this selection was made with the purpose to have someone that can represent each department in the implementation One of the most important things in creating a successful team according to McClay (2009) is to build strong and effective relationships within the team members, as a result of this; we create an environment of trust and commitment of all the members to fulfill the goal. Moreover, a good relationship within the team members is part of the motivation of the group resulting engagement and a good performance in their tasks. As part of their satisfaction and motivation because of the good relationship within the team members, each of them were totally engage to the project and also to the company. Blessing White (2013) points out that the engaged employees are the ones who have a high contribution and high satisfaction in the workplace, in other words, the personal and professional /organizational interests are align. Furthermore, Blessing White (2013) suggest to take care about these type of employees because they may tent to feel discourage and for that reason fall into the disengageme nt. We have been working together for 6 months, from the planning stage and now to the implementation stage. All the members had the same vision, mission and goals to fulfill all of them. Each team member has defined each of their tasks and was trained to get specific skills that drive to the objective. As project managers we have created a good relationship with few of the team members. We can trust them and the other team members trust them too. In this way, we have leaders in the teamwork that can help us to â€Å"move† all the team to the right direction, even if we are not there all the time leading the group. The leadership exchange theory points out that there are a few team members that are more engage to the project and are likely to eager for more responsibilities, thus, we can call them supervisors or part of the IN- GROUP. On the other hand, there is a part of members of a team that are in the ON-GROUP, these team members are always just doing what they are required t o do, there is any further contribution from them to the team. Lynden et al (1997) As

Starbucks Strategy and Internal Initiatives to Return to Profitable Essay

Starbucks Strategy and Internal Initiatives to Return to Profitable Growth - Essay Example Starbucks also seeks to make the company a comfortable and a great place to work. This maintains employee satisfaction at Starbucks, which is done via offering its staff competitive wages, as well as benefits packages that include an option on stocks. Starbucks has been faced with many challenges that have seen its strategy evolve. Starbucks has been faced with many challenges that have seen its strategy evolve. Q. 1) What was Howard Schultz’s original strategic vision for Starbucks? Is his 2010 strategic vision for Starbucks different from the one he had in the 1980s? How many times has his strategic vision changed? Is his present strategic vision likely to undergo further evolution? Howard Schultz’s original plan for Starbucks involved the creation of an Italian style â€Å"espresso bar† retail chain, which would also sell coffee related equipment and the coffee beans, as well as expand the corporation out of Pacific Northwest, inclusive of Chicago (Shah & Thompson, 2010). Schultz envisioned the use of top quality dark roasted coffee beans. Customers could come to the bar to pursue a perfect cup of coffee, getting a worthwhile experience out of it. He also aimed to create a company that would make employees proud of it. Schultz revised the strategy in the 1990’s to add food items to the menu at Starbucks. This led to the growth of new channels of distribution for Starbucks’ products. Additionally, the vision also included the expansions of Starbucks Corporation into foreign markets and institute global branding (Shah & Thompson, 2010). The Starbucks logo was also changed to green from brown in order to symbolize Il Giornale merger with Starbucks, which created the espresso bar and the retail coffee bean store. These stores have become the signature of Starbucks Corporation.  

Leadership Issues in Ethical Perspective Assignment

Leadership Issues in Ethical Perspective - Assignment Example Different cultures around the world instill various adaptations of those values to the youth as they mature. Some societies place a higher emphasis on certain values than other cultures do (Barnes, 2007). The process of learning wrong from right remains the same through the application of rewards and consequences being associated to the choice. Advancements in travel have allowed people from different cultures around the world to converge and share ideas and values. Many businesses have entered the global market and experienced a plethora of value variations that international competition brings to the organizations. The contrast of prioritized values differs with each culture’s traditions. Exposure to another culture’s values may influence an individual’s beliefs and values and create the need for change or evolution of current opinions and ideals (Barnes, 2007). Learning in Action The idea of learning in action allow for the opportunity to take a look at person al values and decide how those values might fit into different scenarios. The first thing was to find out how personal values were perceived and the quality of each value. This was accomplished by taking a Pre-Self-Evaluation survey to determine strengths and weaknesses. A Post-Self-Evaluation allowed for comparisons between the perception at the beginning of the project and then again at the end. It was noted that some of the value areas had changed. Interviews were the next step in learning about ethical values and social responsibility. The themes that emerged once the analysis was complete allowed for different variations of attitudes and opinions to surface. A priority list of personal values was created with the pre and post evaluations. This list allowed for the comparison between the beginning of the project and the end results. The collection of articles dealing with ethical behavior in business allowed for even more analysis and comparisons to be accomplished. Pre and Post Self-Evaluation Survey When the learning in action assignment was given, the recorded answers for a Pre-Self-Evaluation Survey were carefully considered. Recording the answers for the magnitude of understanding and application of each ethical value would be important later on as the comparisons with a Post-Self-Evaluation could be implemented. The comparison of the two evaluations showed considerable differences as knowledge and practice was incorporated into the project. Some values remained the same and those were ones that could be continually worked on to show improvement in the future. Interviews When setting up the interviews, asking permission to record a person’s answers seem socially responsible. All participants agreed that as long as the answers remained anonymous, each person approved the inclusion of their answers in the final report. Three questions were asked, so during the analysis of the responses, all the answers for question one were combined and the same patter was maintained for questions two and three (see Appendix 5). Twenty individuals were asked to participate in the interview process. Five of them were close friends, five were classmates, five were professors, and five were co-workers. The themes, which emerged from question one were to watch others, follow one’

The Black and Decker Corporation Case Study Essay

The Black and Decker Corporation Case Study - Essay Example Case Study Synopsis A. Company Overview; Dissecting the Case The Black & Decker Corporation is an American firm that manufactures and markets power tools, power accessories, fastening systems, products for home improvements, and hardware. It manufactures its products in eleven countries spread worldwide, and markets those in a hundred plus countries. Its biggest markets are the United States, which accounted for 55 percent of all revenues in 2008, and Europe, for 25 percent in the same year. 2008 revenues were US 6.086 billion dollars, while gross margins were 32.8 percent for that year. By product group contribution, power tools contributed 73 percent of all revenues in 2008, at US 4.3 billion dollars, followed by hardware and products for the improvement of the home, at US 900 million dollars, making up 15 percent of all revenues. The balance was made up for by revenues from fastening systems, which was the smallest product group by revenue for that year, accounting for 12 percent of all sales, valued at US 700 million dollars (Black and Decker, n.d., pp. 1-14). By way of a look forward, by 2012 the Black & Decker Corporation had ceased to be an independent firm, having been bought out by Stanley Works in 2010, so that the merged entity had come to be known as Stanley Black & Decker Inc.(Google Finance, 2012; Stanley Black & Decker Inc., 2012; Black and Decker, n.d.; Reuters, 2012 (b)). ... The hypothesis is that the traditional market strengths of the original Black & Decker Company had something to do with this share price appreciation(Reuters, 2012; Google Finance, 2012; Reuters, 2012 (b)): Image Source: Google Finance, 2012 B. Business Groups and Market Segments Three product groups serve as the organizing principle of the organization. These product groups are, as already mentioned earlier, power tools, product for home improvement and hardware, and fastening systems. Of the three, as has been noted earlier, power tools make up the bulk of the revenues (73 percent), followed by home improvement at 15 percent, and fastening systems at 12 percent of all revenues. Absolute profits rankings are the same, with power tools contributing the most to profits, followed in the same order by the two other product groups (Black & Decker, n.d., pp. 1-14). Three different market segments for the power tools product group, the largest product group, have differing characteristics, defined along customer type. As discussed earlier, these are industrial users, general consumers, and professionals. Of the three, the company has had success with industrial users and general consumers, while as noted earlier, prior to the launch of the DeWalt brand, the corporation had suffered anemic following among professionals, owing to the market perception that the company's products were inferior (Black & Decker, n.d., pp 3-5). Moreover, the three market segments also differ in some other profound ways. Industrial users are the most demanding, requiring that products show resistance to wear and resilience, even as the rewards include long-lasting relationships with buyers, and large and frequent orders. Professionals, using the products as essential trade tools,

Impact of Capitalism on Global Development

Impact of Capitalism on Global Development Is geographically uneven development an inevitable outcome of capitalism? Harris (2006, p. 2) claims that in ‘examining the general character of the process of capitalist development as it has appeared historically across many different countries over a long period of time, one of its most striking characteristics is the phenomenon of uneven development.’ However we choose to define the terms ‘development’ and ‘capitalism’, it is undeniable that in recent centuries capitalism – of one kind or another – has been the dominant economic and social system throughout the world and the development has been geographically uneven – whether considered at the local, national, regional or global level. Whether the former is the cause of the latter is open to debate. Further, whether the former must necessarily cause the other, as suggested by the title question, is even less clear. This essay will first provide definitions and explanations of development and capitalism. Next it will consider the argument â₠¬â€œ most famously put forward by David Harvey, but also expounded by many others – that capitalism inevitably leads to geographically uneven development. Development can and has been defined in many different ways. Until the 1970s it was generally accepted that increasing GNP per capita was the primary – even the exclusive – objective of development. Thus development was measured exclusively in terms of GNP per capita. Since 1970, however, many criticisms have been levelled against the use of GNP as a measure of societal well-being, and various other objectives of development have been suggested to replace it. The criticisms encompass both the theoretical and the empirical, but broadly speaking they arise from the fact that use of GNP per capita as a measure of development treats economic growth as synonymous with development whereas in fact development must incorporate the enabling of individuals to achieve basic aims such as to live long, to be well-nourished, to be healthy and to be literate (Sen, 1999). Furthermore, since development was viewed in terms with GNP per capita, it was concerned with the average or aggreg ate income, rather than with the incomes of the poorest. As Arndt (1983, p. 1) explains, ‘ disappointment was increasingly widely expressed that, after two decades of unprecedentedly high rates of economic growth in most of the Third World, hundreds of millions remained in abject poverty and in many countries income distribution appeared to have worsened.’ Arndt goes on to argue that at this time, a myth emerged that something called ‘trickle-down theory’ had existed in the 1950s and 1960s, but that no development economist ever actually subscribed to any such theory. This alleged theory posits that the benefits of the accumulation of capital by the elites would ‘trickle-down’ to the masses through the creation of jobs and other economic opportunities. Whether trickle-down theory was originally part and parcel of the view of development as increasing GNP per capita, or whether it was appended to such a notion of development ex-post, it is certa inly clear that the benefits of economic growth did not trickle down to the masses. On the contrary, in fact, the world has witnessed increasing inequality. It is this inequality – or unevenness of development – with which we are most concerned in this essay. As Harvey (2005, p. 55) describes it, a ‘convergence in well-being has not occurred and geographical as well as social inequalities within the capitalist world appear to have increased in recent decades. The promised outcome of poverty reduction from freer trade, open markets and â€Å"neo-liberal† strategies of globalization has not materialized. Environmental degradations and social dislocations have also been unevenly distributed.’ Capitalism refers to an economic and social system in which the means of production are mainly privately-owned and operated for profit. It is defined by Bernstein (2002, p. 242) as ‘(a) Production of goods and services for market exchange (commodities), to make profits; (b) founded on a definitive social (class) relation between owners of capital and owners of labour power; (c) to which other social relations and divisions are linked, e.g. those of gender, urban/rural differences, nationality.’ The private owners of capital determine investment, distribution, income, production and pricing according to their own self-interest. Within these parameters, however, there are various forms of capitalism. Historically, it can be said that capitalism has gone through various stages: from merchant capitalism, through industrial capitalism; finance capitalism and monopoly capitalism to state capitalism. Further, in any stage of capitalism, any given economy can be more or less pur ely capitalist. In the world today, for example, every economy is in reality a mixed economy with elements of capitalism and elements of regulation and planning – it is the balance between free market policies and private ownership vs. regulation and public ownership that determines the extent to which an economy can be said to be capitalist or otherwise. According to Marxist accounts of capitalism, capital is created through buying commodities in order to create new commodities with an exchange value – as distinct from the use value – higher than the cost of the original commodities. Most importantly, under capitalism, labour had become a commodity itself and surplus labour is extracted by the capitalist who gains greater value from the labour (through the sale-value of the produced commodities) than the exchange value of the labour (i.e. the wage that the capitalist pays). For Marx, it was this cycle of extracting surplus labour that forms the basis of the cla ss-struggle. Harvey (see, for example, 1982, 1985, 2005, 2006) has provided what is arguably the most significant contribution to the discourse on capitalism as inevitably resulting in geographically uneven development. Harvey points to the geographic contradiction between the fixity and mobility of capital as central to understanding geographically uneven development. In order to produce value, capitalists invest in infrastructure – a form of capital with a long life and fixed location. Over its long life, this capital facilitates the production of commodities which are sold to recoup the original cost of the infrastructure and to make a profit. Meanwhile, social infrastructures are built up as the local labour force develops skills specific to the production of these commodities, relations develop between the capitalist and local suppliers, clients, politicians and banks, and knowledge is gained of local industrial processes. However, the value – or profit – produced is not spatially restricted in this way and can circulate to be invested in labour power and means of production elsewhere. Thus it may be invested in competing businesses or in different sectors of the economy. Cheaper labour and other means of production are sought and tapped in other locations within the country, in other countries in the same region, or beyond. As a result firms in a particular locality may close or reduce their level of output thus reducing employment and/or wages in the area. In turn, state agencies will receive less income through taxation, and local businesses such as those in the retail sector will suffer as the local population has less income. Home-owners may default on their mortgage payments and lenders will be forced to sell the properties at lower prices as the economy declines. Yet these state agencies, shops and shopping centres, and houses are spatially fixed – they cannot be moved elsewhere to where they could produce more value. Also, while firm s have the option to move to locations where profitability would be higher, they are also likely to have become somewhat embedded in the local area (as a result of relationships built up with customers, suppliers, employees, state officials and banks) and they have to assess the benefits of moving against the cost of building all of these relationships from scratch in a new location. The end result is the attempt (by the different stakeholders – individually or collectively) to defend exchange values in any given place to guarantee future streams of profits, wages, rents and tax revenues. Since local capitalists and local labour classes both have a vested interest in the continued existence of local industry, territorial cross-class allegiances are formed, and geographically uneven development ensues. While it is important not to conflate globalisation with capitalism since globalisation refers to a much broader process of increasing interdependence that goes far beyond the economic, Coe Yeung (2001, pp. 370-371) provide interesting input to the debate on uneven development with a consideration of globalisation, arguing that ‘one needs not be a Marxist to appreciate the uneven outcomes of the globalisation processes First, globalisation impacts differently in different sectors and industries even in the same country and/or region. While global restructuring tends to favour high tech industries, it has serious repercussions for such labour-intensive industries as textiles and clothing†¦ Second, global restructuring can produce geographically uneven impact on producers and/or countries specialising in different stages of the same production chain.’ This ties in with the explanation of how the expansion of capitalism produces new forms of unevenness, and the stagna tion of certain localities. According to Walker (1978, p. 34), for example, as capitalism expands it develops new distinctions of space thus creating a spatial mosaic of development in which none of the parts are truly independent or particularly susceptible to regional development programmes. Additionally, the expansion of capitalism intensifies its penetration of space thus increasing its mobility giving capital a strategic advantage over labour. As a result, local development becomes increasingly reliant on external capital. ‘Thus, although there is a certain evening up of development as the capitalist core expands, uneven development of a new kind necessarily emerges within what can be considered a fully developed capitalist space. This kind of unevenness is implicit in the use-value nature of capital’s relation to space, in fragmenting tendencies of the capitalist division of labor and its class hierarchy, and in the tendency of capital constantly to reduce the tim e of circulation.’ Agnew’s (2001, p. 6) perspective also demonstrates how globalization has accentuated the uneven development that results from capitalism, arguing that in this context, for example, the ‘need for rapid access to information has privileged those ‘world cities’ that have good connectivity to other places. The local availability of entrepreneurship, venture capital, technical know-how, and design capabilities differentiate ‘attractive’ from ‘unattractive’ sites for investment. At the same time, [niche] markets associated with different social groups increasingly cross national boundaries, giving rise to cross-national markets that can be served by factories located in any one of them or, for labor-intensive goods, produced wherever labor costs are lower.’ What, then, of the role of the state in today’s mixed economies? As Brenner (1998, p. 11) has pointed out, in the past century, it has been the state – and not private capital – that has planned, produced and regulated large-scale infrastructure projects (including transport infrastructure, public transport systems, utilities, energy, subsidised public housing and education systems, communications systems) to direct the ways in which labour power and capital reproduce. This highlights the fact that a purely capitalist system does not exist in any country in the world. As Harvey (1982, p. 404) explains, the state control of large-scale infrastructure enables it to direct infrastructural development differentially as the ‘territorial organisation of the state becomes the geographical configuration within which the dynamics of [infrastructural] investment is worked out.’ Thus the territorial organization of the state could in theory at least be used to channel infrastructure development in such a way as to produce geographically even – or at least more even – development. Yet Brenner (1998, p. 12) argues that in fact the state direction in practice leads to ‘new forms of uneven geographic development’ and that in so doing it produces an equilibrium. Walker (1978, p. 30) claims that geographically uneven development is indeed inevitable in advanced capitalist economies, claiming that no ‘critical observer would imagine that there is something less than systematic in the nature of capitalism producing the inevitable juxtapositions of poverty and wealth, growth and stagnation, and diverse functions in the capitalist city.’ Like Harvey, Walker claims that uneven development occurs as a result of spatial differentiation and capital mobility, two components of any capitalist system. According to Walker, (1978, p. 30), uneven development is the corollary of uneven spatial location of use-values, a nd the spatial organization of use-values is not random but is ‘a systematic product of capitalist development, varying only in form and in degree among advanced capitalist nations.’ Both Harvey and Walker provide a convincing argument for the inevitability of geographically uneven development in a capitalist system thus painting a bleak picture for development and effectively invalidating any claims of regional development programmes or any other policies aimed an evening out development. However, this last point by Walker does offer some scope for optimism. If uneven development in advanced capitalist nations varies in form and, more importantly, degree then the intuitive conclusion would be that it could vary so far that the degree of unevenness reaches zero and thus development is even. Even if in practice development can never be perfectly even, the variance in degree suggests that policies can be implemented to make development more even, if not totally even. In order to devise such policies, it is necessary to understand what aspects of certain capitalists systems have enabled them to produce more even development than others. According to Perrons (2000, p . 24), it is possible to direct policies against uneven development and to do so requires a holistic approach to social theory that explores the differences of experience in different national contexts and at different spatial scales: ‘the nature and pace of change differs between nation states and between different organizations depending on the legislative framework and social and cultural norms leading to different regional and local outcomes. Recognising and understanding these different experiences within capitalism provides a foundation for mapping alternative futures.’ If geographically uneven development is an inevitable outcome of capitalism, then we cannot hope to even out development within a capitalist world system. Short of radical calls for an overthrow of the existing system of economic and social organisation, then, policies directed at evening out development could only ever meet with partial success. However, given the importance of the state in defining and directing spaces of development, and given that every economy in the world today is a mixed economy, it must be conceivable (in theory at least) that the state could provide definition and direction in such a way as to promote even development. In order to do so, however, it is necessary to understand just what it is that causes uneven development. From the analysis above it is clear that uneven development is indeed a characteristic of capitalism; indeed it seems to be one that is inevitable. However the form and extent of that unevenness vary from place to place. Thus a better unde rstanding of exactly what determines the form and extent is necessary to reduce the extent and produced the most desirable (in other words, the least bad) form of uneven development. Bibliography Agnew, J. (2001). The New Global Economy: Time-Space Compression, Geopolitics and Global Uneven Development. Los Angeles: Center for Globalization and Policy Research, UCLA. Arndt, H. W. (1983). The Trickle-Down Myth. Economic Development and Cultural Change , 32 (1), 1-10. Bernstein, H. (2002). Colonialism, Capitalism, Development. In T. Allen, A. Thomas, Poverty and Development in the 21st Century (pp. 241-270). Oxford: Oxford University Press. Brenner, N. (1998, January 7). Between fixity and motion: accumulation, territorial organization and the historical geography of spatial scales. Chicago. Coe, N. M., Yeung, H. W.-c. (2001). Geographical perspectives on mapping globalisation. Journal of Economic Geography , 367-380. Harris, D. J. (2006). Uneven Development. Stanford University, Economics. Harvey D. (1982) The Limits to Capital, Chicago: University of Chicago Press Harvey D. (1985) The geopolitics of capitalism, in D Gregory, J Urry (eds.) Social Relations and Spatial Structures, London: Macmillan, pp 128- 163 Harvey, D. (2005). Spaces of Neoliberalization: Towards a Theory of Uneven Geographical Development . Stuttgart: Franz Steiner Verlag. Harvey, D. (2006). Spaces of Global Capitalism: Towards a Theory of Uneven Geographical Development . London: Verso Books. Perrons, D. (2000). The New Economy and Uneven Geographical Development: Towards a More Holistic Framework for Economic Geography. Economic Geography Research Group. Sen, A. (1999). Development as Freedom. Oxford: Oxford University Press. Walker, R. (1978). Two Sources of Uneven Development Under Advanced Capitalism: Spatial Differentiation and Capital Mobility. Review of Radical Political Economics , 28-38.

Comparing Piaget and Vygotsky :: Theories on Cognitive Development Process

Cognition is the process involved in thinking and mental activity, such as attention, memory and problem solving. In this essay on cognitive development I will compare and contrast the theories of Piaget and Vygotsky, who were both influential in forming a more scientific approach to analyzing the cognitive development process of the child active construction of knowledge. (Flanagan 1996 P.72). I will then evaluate the usefulness of these theories in understanding a child's development. Both Piaget and Vygotsky agreed that children's cognitive development took place in stages. (Jarvis, Chandler 2001 P.149). However they were distinguished by different styles of thinking. Piaget was the first t reveal that children reason and think differently at different periods in their lives. He believed that all children progress through four different and very distinct stages of cognitive development. This theory is known as Piaget’s Stage Theory because it deals with four stages of development, which are sensorimotor, preoperational, concrete operational and formal operational. (Ginsburg, Opper 1979 P. 26). In the first stage sensorimotor, which occurs from birth to the age of two is the time in an infant’s life when the child basically deals with what is presented to him. They learn about physical objects and are concerned with motor skills and the consequences of some of their actions. (Thomson, Meggit 1997 P.107). During this stage children will learn the concept of object permanence. This is where an object will continue to exist even if it is out of sight. (Ginsburg, Opper 1979 P.48) The preoperational stage last from two to seven years. In this stage it becomes possible to carry on a conversation with a child and they also learn to count and use the concept of numbers. This stage is divided into the preoperational phase and the intuitive phase. Children in the preoperational phase are preoccupied with verbal skills and try to make sense of the world but have a much less sophisticated mode of thought than adults. In the intuitive phase the child moves away from drawing conclusions based upon concrete experiences with objects. One problem, which identifies children in this stage, is the inability to cognitively conserve relevant spatial information. This is when, when a material is manipulated and no longer matches the cognitive image that a child has made, that child believes the amount of material has been altered instead of just its shape. (Jarvis, Chandler 2001 P.

Methamphetamine Notes

The main ingredient that goes into making meth is pseudoephedrine, a decongestant in most over the counter cold medication, that in combination but a host of other toxic chemicals such as lye and drain cleaner. Form White or yellow powder, clear or yellowish crystals or â€Å"shards†, or in pill form. Use Smoked, snorted, swallowed, or injected. Addiction Factor Extremely Addictive Physical & Mental Effects Brain damage, organ failure, open sores, rotting teeth, stroke, mania, paranoia, obsesSive compulsive behaviours, twitching or shaking, psychosis, etc. Social Effects Withdrawal from friends and family, increased criminal activity to support addiction o r due to violent episodes while high, and an increase in overall violent and/ or rude behaviour. Environmental Effects When methamphetamine is being synthesized, there are over 5 pounds of toxic wast e as a byproduct for every pound of meth. This waste is almost never disposed of properly and finds its w ay into ecosystems w hich pollutes water, destroys habitats and kills wildlife and can be harmful to huma ns if they should come nto contact with any chemical byproducts.This is why many meth lab technicians ar e sent to the hospital for chemical burns. What Does Methamphetamine Do To The Body? Heart Methamphetamine affects the heart and the circulatory system by increasing heart r ate and blood pressure substantially. Repetitive use can cause irregular heartbeat, heart attack, stroke, and u Itimately death. These side effects will improve over a long period of time in which the individual has abstai ned from using the drug. The Senses Meth may cause the user to see, hear, feel, smell, or taste things that aren't really the e, if these sort of hallucinations persist, fullblown psychosis may develop.Bones Since Meth use can cause loss of appetite, some meth users can develop anorexia an d/or osteoporosis. This is because of the lack of essential proteins and elements such as calcium which help keep the b ody strong and healthy The Muscles Because the drug has such a profound effect on the part of the brain that aids in the coordination of movements, the user very likely to eventually develop: Involuntary muscular contracti ons, uncontrollable twitching or shaking, and strange movements like facial ticks.These side effects wors n as the addiction progresses. Immune System Since meth causes vasoconstriction (narrowing of the blood vessels) the skin can become deprived of oxygen, and nutrients. This also means that white blood cells and other immunocytes (cells of the immune system) also may not be able to reach certain areas of the skin. In conjunction, this will lead to pale or grey tinted skin, acne, and open sores.Temperature Regulation When an individual uses meth their body temperature skyrockets which can be very dangerous, leading to an increase in heart rate and blood pressure as well as increasing the likelihood of orga failure or brain damage caused by cellular destruction d ue to the high temperatures created within t he body. The Teeth Smoking meth will cause rotten teeth and gums. This can be caused by any of the foll owing: Poor oral hygiene, bacteria, teeth chattering or grinding, or the acidity ot the drug itselt.Hair The toxic chemicals in meth, combined with the constant urge to pull at the hair or pi ck at the scalp while high can lead to thinning, greying, or drying of the hair, as well as an increase in oils produced by the scalp. bald patches may also occur in individuals who have a bad habit of pulling hair out. References: http://www. methpro]ect. org/answers/whatdoesmethdotoyour body. html#BodybyMeth The Heart Specificly. The Heart On Meth While under the influence of meth, you probably already know that it increases heart rate and blood pressure, but what does that really mean for the heart of the user?To get an idea, th e average adult heart will pump between 6,000 and 7,000 litres of blood per day; when a person uses meth even a few ti mes a week, this output will increase to an unhealthy level of about 7,500 to 8,500 litres per day, The same goes for heart rate. The average adult heart rate at rest is between 60 00 beats per minute depending on the size, shape, gender, and overall health of the individual, but when he or she ingests methamphetamine, their heart rate at rest will spike, causing it to fall between 100 120 beats per minute.That means that when he or she is sitting, their heart rate is going as fast as it should if they were to walk up a flig ht of stairs between two floors of a house, or take a brisk walk. This is especially dangerous when engagin g in any kind of physical activity since the users heart will gain the potential to beat too fast which wil I eventually send it into rrhythmia (irregular beating of the heart) which is a medical emergency and is likely to result in death.Considering the poor cardiovascular health of meth users, most individuals who expe rience an arrhythmia, heart attack, or stroke while under the influence are more likely to die due to the fact that after prolonged used, the addicts heart will need to increase in size so it can compensate for the hear t rate and blood pressure spike. Having an enlarged heart is especially dangerous because it means t he the heart is not as strong as it once was, leaving it more susceptible to complications. Left Ventricular Hypertrophy

Montar Conjugation in Spanish, Translation, and Examples

Montar Conjugation in Spanish, Translation, and Examples The Spanish verb montar is a regular -ar  verb like cenar, ayudar, or bajar.  It has several different meanings, but the most common is to mount. This article includes the conjugations of  montar  in the indicative mood (present, preterite, imperfect, future and conditional), the subjunctive mood (present and past), imperative mood, and other verb forms such as the gerund and past participle. Meanings and Examples of the Verb Montar The verb montar  is a cognate of the English verb to mount, so it can mean to mount or to put on. For example, Voy a montar el televisor en la pared is translated as I am going to mount the television on the wall, and  Ellos van a montar una obra de teatro  means They are going to put on a play.   Another meaning of  montar is to ride a horse or a bicycle. For example, A ella le gusta montar a caballo  (She likes to ride horses) or  A à ©l le gusta montar en bicicleta  (He likes to ride bicycles).   Yet another meaning of the verb  montar  is to put together or to assemble. For example,  Tengo que montar los muebles que comprà © en Ikea  (I have to assemble the furniture I bought at Ikea.) This meaning can even be used for putting together or starting a business. For example,  Vamos a montar un negocio de vender frutas  (We are going to start a business selling fruit.) The verb  montar  can also be used as a reflexive verb,  montarse,  in which case it means to get on something or to climb into something. For example, you can talk about  montarse en el bus  (get on the bus),  montarse en el carro  (get in the car),  montarse en el avià ³n  (get on the plane),  montarse en el caballo  (get on the horse), etc. Montar Present Indicative Yo monto I mount Yo monto mi bicicleta para ir al trabajo. T montas You mount T montas a caballo en la finca. Usted/l/ella monta You/he/she mounts Ella monta el cuadro en la pared. Nosotros montamos We mount Nosotros montamos una obra de teatro. Vosotros montis You mount Vosotros montis los muebles rpidamente. Ustedes/ellos/ellas montan You/they mount Ellos montan una tienda de zapatos. Montar Preterite  Indicative The preterite tense can be translated as the English simple past. It is used when talking about actions in the past that have been completed. Yo mont I mounted Yo mont mi bicicleta para ir al trabajo. T montaste You mounted T montaste a caballo en la finca. Usted/l/ella mont You/he/she mounted Ella mont el cuadro en la pared. Nosotros montamos We mounted Nosotros montamos una obra de teatro. Vosotros montasteis You mounted Vosotros montasteis los muebles rpidamente. Ustedes/ellos/ellas montaron You/they mounted Ellos montaron una tienda de zapatos. Montar Imperfect  Indicative The  imperfect  tense can be translated to English as was mounting or used to mount.  It is used to talk about ongoing or repeated actions in the past. Yo montaba I used to mount Yo montaba mi bicicleta para ir al trabajo. T montabas You used to mount T montabas a caballo en la finca. Usted/l/ella montaba You/he/she used to mount Ella montaba el cuadro en la pared. Nosotros montbamos We used to mount Nosotros montbamos una obra de teatro. Vosotros montabais You used to mount Vosotros montabais los muebles rpidamente. Ustedes/ellos/ellas montaban You/they used to mount Ellos montaban una tienda de zapatos. Montar Future  Indicative Yo montar I will mount Yo montar mi bicicleta para ir al trabajo. T montars You will mount T montars a caballo en la finca. Usted/l/ella montar You/he/she will mount Ella montar el cuadro en la pared. Nosotros montaremos We will mount Nosotros montaremos una obra de teatro. Vosotros montaris You will mount Vosotros montaris los muebles rpidamente. Ustedes/ellos/ellas montarn You/they will mount Ellos montarn una tienda de zapatos. Montar Periphrastic Future  Indicative Yo voy a montar I am going to mount Yo voy a montar mi bicicleta para ir al trabajo. T vas a montar You are going to mount T vas a montar a caballo en la finca. Usted/l/ella va a montar You/he/she is going to mount Ella va a montar el cuadro en la pared. Nosotros vamos a montar We are going to mount Nosotros vamos a montar una obra de teatro. Vosotros vais a montar You are going to mount Vosotros vais a montar los muebles rpidamente. Ustedes/ellos/ellas van a montar You/they are going to mount Ellos van a montar una tienda de zapatos. Montar Conditional  Indicative The conditional  tense can be translated to English as would mount.  It is used to talk about possibilities. Yo montara I would mount Yo montara mi bicicleta para ir al trabajo si viviera ms cerca. T montaras You would mount T montaras a caballo en la finca si estuvieras ms saludable. Usted/l/ella montara You/he/she would mount Ella montara el cuadro en la pared si tuviera las herramientas necesarias. Nosotros montaramos We would mount Nosotros montaramos una obra de teatro, pero no tenemos tiempo para ensayar. Vosotros montarais You would mount Vosotros montarais los muebles rpidamente, pero son muy grandes. Ustedes/ellos/ellas montaran You/they would mount Ellos montaran una tienda de zapatos si tuvieran el dinero para empezar. Montar Present Progressive/Gerund Form The present participle or gerund  for -ar  verbs is formed with the ending  -ando. The present participle is used in  progressive tenses  like the present progressive. Present Progressive of Montar est montando Is mounting Ella est montando el cuadro en la pared. Montar Past Participle The past participle for -ar  verbs is formed with the ending  -ado. The past participle is used in  compound tenses  like the present perfect.   Present Perfect of Montar ha montado  Has mounted Ella ha montado el cuadro en la pared.   Montar Present Subjunctive Que yo monte That I mount El mdico sugiere que yo monte mi bicicleta para ir al trabajo. Que t montes That you mount El jefe quiere que t montes a caballo en la finca. Que usted/l/ella monte That you/he/she mount Mam quiere que ella monte el cuadro en la pared. Que nosotros montemos That we mount El director quiere que nosotros montemos una obra de teatro. Que vosotros montis That you mount El cliente quiere que vosotros montis los muebles rpidamente. Que ustedes/ellos/ellas monten That you/they mount Pedro sugiere que ellos monten una tienda de zapatos. Montar Imperfect  Subjunctive There are two different ways of conjugating the  imperfect subjunctive. The tables below show both options, which are equally correct. Option 1 Que yo montara That I mounted El mdico sugiri que yo montara mi bicicleta para ir al trabajo. Que t montaras That you mounted El jefe quera que t montaras a caballo en la finca. Que usted/l/ella montara That you/he/she mounted Mam quera que ella montara el cuadro en la pared. Que nosotros montramos That we mounted El director quera que nosotros montramos una obra de teatro. Que vosotros montarais That you mounted El cliente quera que vosotros montarais los muebles rpidamente. Que ustedes/ellos/ellas montaran That you/they mounted Pedro sugiri que ellos montaran una tienda de zapatos. Option 2 Que yo montase That I mounted El mdico sugiri que yo montase mi bicicleta para ir al trabajo. Que t montases That you mounted El jefe quera que t montases a caballo en la finca. Que usted/l/ella montase That you/he/she mounted La mam quera que ella montase el cuadro en la pared. Que nosotros montsemos That we mounted El director quera que nosotros montsemos una obra de teatro. Que vosotros montaseis That you mounted El cliente quera que vosotros montaseis los muebles rpidamente. Que ustedes/ellos/ellas montasen That you/they mounted Pedro sugiri que ellos montasen una tienda de zapatos. Montar Imperative   The imperative mood is used to give direct orders. The tables below show the positive and negative commands for  montar. Positive Commands T monta Mount! Monta a caballo en la finca! Usted monte Mount! Monte el cuadro en la pared! Nosotros montemos Lets mount! Montemos una obra de teatro! Vosotros montad Mount! Montad los muebles rpidamente! Ustedes monten Mount! Monten una tienda de zapatos! Negative Commands T no montes Dont mount! No montes a caballo en la finca! Usted no monte Dont mount No monte el cuadro en la pared! Nosotros no montemos Lets not mount No montemos una obra de teatro! Vosotros no montis Dont mount! No montis los muebles rpidamente! Ustedes no monten Dont mount! No monten una tienda de zapatos!

New School Essays

New School Essays New School Essay New School Essay I didnt think I would ever fall in love, come to think of it I never thought I would fall for Romeo, my best friend. Lets just say that love gets people in ways which you wouldnt expect.It was a Tuesday morning. It had finally come; the day when I was moving schools. I can still remember what was going through my head that morning. Thank god Im out of that shit hole I sighed, I was so nervous, what if I dont make any friends what if everyone hates me I sighed again. All those negative thoughts where rushing through my head, I was very sure I was gonna punk out but I kept my cool. I had just finished having a bath and I was going to find something to wear.Dont get me wrong I have so many clothes, but trust me its all about the mood the weathers in and the mood Im in. As soon as I opened my wardrobe, clothes came piling out DAMN! I thought I need to do some spring cleaning! I usually take a long time to get ready but seeing as this was my first day at a new scho ol I HAD to take my time. The sun was hitting in through my window so I decided to go ghetto and wear my denim dungarees, white tank top with top gurl written on it, and my dark blue converses.I put on some lip gloss, popped sum chewing gum in my mouth, grabbed my dark blue and light blue Nike Just do it bag and then I ran down the stairs to the kitchen, to find a note on the counter, it was from mum; Honey I have gone to work. Well duh I thought. Ten pounds is in the draw. P.s/make sure youre not late.I scrunched up the note and threw it in the bin. I then headed to the draw, pulled it open and took out the ten pounds that my mum had left for me.Mum works at a bank, I am considering studying law when I go to university. I know it seems like a long time away but youve got to be prepared. I love History and it just seems like a well paying job.My dad died of a liver cancer when I was two. So I guess it wasnt really painful for me at that time seeing as I was still very young and I di dnt understand what was happening. When I was in primary school nearly everyone had a dad I was really confused, it must have been hard for my mum because I kept on asking her where my dad was and shed always tell me that he was in a lovely place. Well Im hurt now because I didnt get to know him, and all I have is a picture of me in his arms when I was a newborn. Mum does date but they just come and go.I took my keys, my ipod, and my phone from the counter, and opened my front door. I realised that I had forgotten something and descended back to my kitchen counter to get my sunglasses. I got out of my house then I locked the door. I then unlocked my garage, and then I unlocked the chains from my electric scooter.The only reason I use an electric scooter is to get around because Im too young to drive a car and Im too young to ride a moped, its all good though. I had to save up and buy it with my own money (no fair) because my mum said she wasnt going to waste good money on an electri c scooter when she could spend it on something else and I said well then what Im I going to do?, she was like take public transport, I was like the bus? OH HELL NAH!!I walked my scooter out of the garage then I locked the garage door. Then I was finally off, I knew the location of the school because I had been there twice to take tests, and might I add that all of the tests I had taken I had passed. It took about fifteen minutes to get there on the scooter.It was the beginning of July, summer; my favourite part of the year, the sun was shining directly into my eyes so I put on my sunglasses. I also turned my ipod on, and it started playing so what by Field Mob ft. Ciara, that was the jam back then, and everyone was playing it.Im 5ft5 1/2; I like to think that thats an average height but people say Im short. I have shoulder length hair. Im a black girl with green eyes, Im 15 years old and Im a Scorpio, I think that zodiac is sick. I might get a tattoo of a Scorpion on my lower back w hen Im a bit older, my mum would kill me I ever got a tattoo done while living under her roof.2Different SceneryWhen I finally got to my new school my nerves returned. WELCOME TO ST. JOHNS where written in big bold black letters on the gate. I turned my ipod off and got off my scooter to chain it, I learnt that nearly half of the school owned electric scooters. Students were entering the school gates. I was told to go to the reception when I arrived. I walked on a long path to get to actual building. Once I got into the building I turned to my first right. There it was the reception just how it was the previous time I had been there to visit. I took off my sunglasses. Students were making their way to their form rooms.May I help you? asked the lady behind the deskShe was a stubby lady, probably over 40 and she looked like she had been working at St. Johns for a long time.Erm. Hi Im Khia Williams I replied in a low voiceNice to meet you Khia, you are the new student starting 10a, rig ht? she askedErm. Yea I answeredWell do not be nervous you will be just fine. You walk through the door just there she said pointing to a green door, she handed me a key with 301 on it that is for your locker, your class is on the second door to the right and you will see 10a written on the door. She explainedOk thanks I said walking off.All those negative thoughts that were rushing through my head earlier that morning were rushing through my head at that precise moment.I finally got to the door which had 10a written on it, it wasnt hard to find, and next to the classrooms were the lockers that the receptionist had given me a key for. I took a deep breath in and a deep breath out. I turned the knob of the door.Ah Khia Williams, I remembered the guy, Mr. Ross; I met him at the meeting with the head teacher the other time. He was so tall and he wore round glasses and his trousers were pulled up so they looked like ankle swingers, I tried not to laugh. Nice to see you again, as you kno w I will be your teacher for the rest of the year and this will be your form for the rest of the yearEverybody was staring at me, some smiling and some looking at me blankly until I heard a voice say:Girl even in dungarees you look sexyBy now all the boys were laughing. I looked to the back of the classroom, where I thought I had heard the voice come from. A boy was rocking on his chair smirking at me, I was sure it was him. He was a black boy with coolly hair; he had it tied up in a pony tail. He was wearing a white t-shirt, denim jeans and white air forces.Ok thats enough said Mr. Ross Khia take a seatBaby you can come and sit on daddys lap if you wantAaaaaaaaahhhhhhhhhhhh!!!!! all the boys started laughing again.I took no notice of them; I thought to myself he must have been the stupidest boy in the class.I SAID THATS ENOUGH! Said Mr. RossEvery teacher has a strict side, everyone got quite.I started looking around for a seat then I saw him, Romeo, dark brown eyes with tight cornr ows all back but complicated and he had on a white head band, wore baggy denim jeans, white air force ones with a green tick and a white t-shirt, on top of that he had on a green and white Magic jersey. He wore diamond studded earrings on each ear and a sliver chain with a capital R on it. It was right then that I knew his name had to start with the letter R, I can still remember how he looked at me; he just smiled acknowledging me. I smiled back at him.You can sit here if you want he offered, his voice was so deep.For sure I said, eyes still on himSorry on behalf of my boy T hes crazy, dont mind him he apologisedHow sweet I thought, he apologised on behalf of his friend, who mind you was being incredibly obnoxious.I assured him Its all rightI sat next to him and might I add how he smelled mmmmmm cologne I thought he was the cutest boy in the class, and I also thought that we would set it off.Can everyone turn their text books to page 62 now said Mr. RossEveryone did as they were to ld; I and Romeo were sharing a text book. Even though we were told to settle down the room was still noisy, I thought to myself I am gonna fit in this class. I put my head down, and sat in silence.At the end of the math lesson, Mr. Ross handed me a diary and showed me the page were my schedule was. I checked for my next lesson and was disappointed to see that it was German. I had been learning German at my old school and I hated it. It was so boring but it wasnt optional. I put my diary into my bag, got up from my seat and was heading out of the door when I heard Romeo say; So what lesson you got now?I signed I got German from that sigh he could tell that I wasnt happy about it.Dont worry, I got German too and I hate it, but it aint optional, if it was up to me nobody would learning languages trust meI smiled at him. Those words made me feel a little bit better.Do you mind if I walk with you? he askedI answered SureIm Romeo he told me.I liked that name, the letter R I smiled to myse lfIm Khia I told him forgetting that he already knew my nameI know he said, I blushed and with that he smiled. I smiled back at him but that was a smile of embarrassment. So what school did you go to before coming here? he askedDouglas High I answeredCool cool I know people from there, from what Ive heard that schools alrightYea thats what I thought when I first started the schoolSo why did you leave? he askedI thought to myself, isnt this boy nosy. I didnt reply. Sorry for being so inner. We are here now he told meOh dont worry about it I saidHe smiled at that, I didnt really wanna tell anyone why I changed schools and I had my reasons. We were standing outside the class, Romeo decided to change the subject.I like your style he said smilingI like yours too, I said back, I really did like his style, in fact I loved his style.ThanksYour welcomeWe went into the classroom and sat down. We were sat next to each other. We were in complete silence simply because we had nothing to talk abo ut, until he asked me a question about German because he needed help.B-a-c-k-e-r-e-i I answeredFinally the bell went. In Douglas High we had six lessons but in St. Johns we have five lessons so I was quite happy about that. I started packing my books away into my bag.Im gonna meet up with my boys, Ill see you in the cafeteria soon. He said to meAll right see you later I answered backLater he saidThen he winked at me. He was off like a shot.3New FriendsI didnt know where the cafeteria was so I just followed the crowd. When I entered the cafeteria I went to get my food then started to look around for a table.I heard a female voice say; Khia! Right?I turned around to the direction of where the voice had come from. When I saw who it was I answered. The table was half full and everyone was munching.Yea, thats me I said politelyIm Chenelle, and this is Kerisha, Kelly, Shandrea and Chantay She said pointing to each girl We are the girls from 10a, you can jam with us if you want? she asked giving me a friendly smile.

World's Leading Producer, Distributor of Flooring Products, Mohawk Essay

World's Leading Producer, Distributor of Flooring Products, Mohawk Industries Signs with Harbor Payments for Accounts Receivable Automation - Essay Example Mohawk Industries, Inc. is the leading producer and distributor of carpet, rugs, stone, vinyl, ceramic tile, wood and laminate flooring, and all of the company's products are marketed under the most popular brands in this industry. Since the company has a lot of customers, this agreement is expected to enhance the effectiveness of the company's relations with them, i.e. facilitate the payment processes, as well as receiving and approving invoices and utilizing credits and discounts. Moreover, there will no longer be a need to print and mail checks. The company's officials also hope Harbor Payments system will boost the productiveness of their relations with their dealers, helping the latter be more profitable and efficient. It should not be overlooked, however, that Harbor Payments will obviously benefit from signing the agreement with Mohawk Industries, Inc., too. Mohawk Industries, Inc.'s decision to use the system offered by Harbor Payments will enable them to substitute the expensive and time-consuming process of printing and mailing invoices for delivering them through electronic channels which save both time and money;

Another new assignment Essay Example | Topics and Well Written Essays - 1250 words

Another new assignment - Essay Example The patient, who is the direct recipient of the delivery of health care service, is the most qualified person to assess, evaluate and judge the quality of healthcare that he or she receives. If the patient is totally immobile or unconscious during the confinement in the health institution, then, the immediate relative (spouse, children) who regularly accompanies the patient and oversees the delivery of the required medical services, is the next authorized person to gauge the quality of health care rendered and received by the patient. Quality is measured in terms of customer perspectives with emphasis on the following: (1) accessibility and availability of service; (2) timely and safe delivery of service; (3) coordination and continuity of care between services; and (4) effectiveness of services (i.e., the delivery and outcome of care). (ibid. p. 74) Delaune & Ladner (2006) averred that â€Å"a healthcare organization must be concerned with doing the right things (efficiency, appropriateness) and doing the right things well (availability, timeliness, effectiveness, continuity, safety, efficiency, and respect and caring)† (p. 74) Quality measurement consists of evaluating three interrelated components: structure (philosophy, guidelines, facilities, financial resources, policies, procedures, and job descriptions); process (nursing care and standards of care); and finally, outcome (client’s health status, self-care abilities, acquisition of knowledge, and higher level of wellness). The steps enumerated in Table 1 utilized by John Groocock in a big manufacturing firm have some parallelism to the measurement of quality in a healthcare institution except that the terminologies and classifications are not exactly the same. As previously noted, the elements needed in evaluating the quality of care in a hospital setting fall under three categories: structure, process, and outcome.