Economics Essay Example | Topics and Well Written Essays - 750 words - 26

Economics - Essay Example In some cases, financial models may also quantify the financial impact of the policies of the firm, and of covenants or restrictions imposed by lenders or investors. A cash budget is a basic financial model. The engineering consulting firm generates a stream of $48,000 in monthly revenue for the first year from six customers, two per partner. A lot of time is spent on travels, about 30 trips per partner, in a year at a cost of $2,000 per trip. Every partner buys a new computer and updates software for $5000 per year. The firm looks forward to expanding to four customers per partner by the third year with assumed monthly revenue of $3000. The financial model is the gold standard for valuation. Cash budget and cash flow have been indicated as the best proxy for financial performance of corporate. The above financial model is easy to build just like cash flow. One column holds annual cash flow estimates, and rows hold individual itemized expenses. The models states yearly estimates depending on the firm’s revenue generation. In the case of existing growth rates, one can create bulk estimates that apply the same rate of growth for the five years. It is significant to note that sophisticated or detailed modeling does not substitute discretion or judgment. Reality checks will be conducted periodically concerning the core assumptions. The financial model illustrates what the firm must do in order to grow, the value of the growth, and what is expected of the firm. Financial models, even though take time to build, can pay for the consumed time and result into better investment

Kmart Case Study Example | Topics and Well Written Essays - 750 words

Kmart - Case Study Example By bringing down its operational costs an organization can offer its products and services at lower prices. It can also earn higher profits because either the profit margins are greater or the sales volume has increased. Thus an organization which follows an overall lower cost strategy can gain an edge over its competitors. Cost leadership strategy works well for the company in the event of a price war in the industry. (Kotler, 2006) Another strategy followed by Wal-Mart was differentiation focus strategy. Underneath this strategy, Wal-Mart introduced its stores in rural and suburban areas. (Wheelen& Hunger, 2008) By utilizing differentiation focus strategy a firm differentiates its products from that of its competitors based on some attributes that allow the consumers to perceive the products as different from its competitors. A firm looks for differentiation in a particular segmented target market. Target and Kohl’s followed differentiation strategy. Target and Kohl’s applied value proposition in which these companies communicated the benefits they can deliver to the customers. Target flourished well because it provided products at low prices with high quality catering to youth in urban areas. (Wheelen& Hunger, 2008) 2. The amalgamation of both lower cost strategy and differentiation focus strategy were most effective. This can be exemplified by Wal-Mart that utilized both and became the leading story in the retail sector. The lower price of Wal-Mart creates a barrier for the new entrants as these new entrants cannot break through the cost advantage of the leader. The Wal-Marts differentiation focus allowed it to concentrate on the particular needs of a segmented market more efficiently as compared to its competitors. (Wheelen& Hunger, 2008) Lower Cost Strategy: In the presence of leaders like Wal-Mart and Target, Kmart has little alternatives in making pricing strategy to match up with these leaders.

Steam Distillation of Eugenol Essay Example for Free

Steam Distillation of Eugenol Essay Introduction: This experiment involves an extraction of a natural product using the techniques of steam distillation. The principle component of oil of cloves is an aromatic compound, which is identified by thin layer chromatography (TLC). Eugenol is widely used in dentistry, due to its analgesic, antiseptic balsamic qualities. It is ideal for curative for pulp hyperemia (the soft, sensitive substance underneath the enamel and dentine of a tooth) and pulp its. In dentistry eugenol is also used to cover cavities, fill canals, etc. It also keeps food fresh and kills off bacteria and viruses. Eugenol helps keep meat fresh and prevents stomach upset, diarrhea, and wound infections. In addition, it might play a part in relieving indigestion, controlling diarrhea, and healing cuts and bites. Eugenol is the main active ingredient in cloves. Procedure: 1. In a 250 mL round bottom flask, place 10.0g of ground cloves and 80 mL of water. Set up for a simple distillation 2. Heat to boiling and collect the distillate until you no longer see droplets of organic liquid coming out of the condenser (about 40 minutes). 3. Place the distillate in a separatory funnel and extract with three 10 mL portions of Dichloromethane 4. Combine the dichloromethane extracts and dry over Sodium Sulfate. 5. Examine the purity of the extract using thin-layer chromatography (TLC). Spot a small sample of the extract using a capillary spotter about 1 cm from the end of TLC plate. 6. Visualize using a UV light and mark the visualized spots with a pencil. 7. Record the number of spots and the Rf values from the spot(s). 8. While the plate is developing set up a clean and dry distillation set up and distil off most of the dichloromethane solvent. 9. The remaining solution of Eugenol in Dichloromethane can be removed using a disposable pipette and placed into a clean pre-weighted vial. 10. The vial can be heated on a steam bath under the hood to remove the small amount of dichloromethane. 11. The pure Eugenol should be weighted to determine the percent oil recovered based on the mass of cloves originally used. Results: Density of Eugenol: 1.34 g/mL BP of Eugenol: 40Â °C Initial mass of Eugenol: 18.545 g Mass of vial: 18.0063 g Mass of Eugenol Oil: 18.434 g % Recovery = (18.545 g 18.434 g)/18.434 x 100 = 0.602% Thin layer chromatography: Rf=(Distance substance moved/Distance solvent moved) Rf=(4.2/5.1) Rf=(.824) Conclusion: The experiment was successful in that we did isolate eugenol as proven by thin layer chromatography. Our Rf value was somewhat high. This is probably because the beaker with the chloroform was not 100 % closed during the time we did the thin layer chromatography. Our watch glass was not 100% efficient. Also when we were heating the liquid in the condenser, heating the liquid at a rate too high could cause excess materials to come out in the final product. Other than that, human error is a concern. This can be minimized by careful observation, and proper procedure. Still, our percent error was under 1 percent, which is very favorable.

The individuals with dsabilities education Act Essay Example for Free

The individuals with dsabilities education Act Essay Laws and Practices The Individuals with Disabilities Education Act (IDEA 1975), was originally called The Education of Handicapped Children Act. The act is a work in progress. It has been amended several times, including a major revision in 1997. This Federal law attempts to insure access to effective public education for people with a variety of disabilities. School personnel must become well versed with the Act, knowing what actions to take at each specific stage of a student’s development. Legal guidelines also apply to student’s referrals to special services. As times change, research surfaces, and issues arise, the act has been amended. Ensuring adequate funding for compliance with the act is always a challenge. It is often the focus of changes to the law. The law now extends to the time prior to the students enrollment in special education. Pre-Referral Interventions In the 1997 IDEA bill, parents were conferred the right to refuse an evaluation of their child for possible eligibility for special services. Mediation is provided in case of such an event. If the student opts for this evaluation a specific set of requirements apply. A multi-disciplinary team should be assembled early in the student’s educational process. The team may include administrators, guidance counselors, and special and general education teachers. Also members of the community who work with the student and experts in the particular disability may be included. This team may choose one of several decision making models to arrive at a strategy. Environmental and individual personality factors are assessed and attempts may be made to modify the students learning environment. The underlying assumption is that the student, whenever possible, should remain on a general education track. If the process results in a referral, a team familiar with the student will already be in place. Once that referral is made, the IDEA legislation provides the means to ensure that the rights of the individual are upheld. Six Key Components First, the IDEA legislation proposes that access to free appropriate public education (FAPE) is a right for individuals with disabilities. The method of education is unique to the needs of each individual learner. This is the theoretical underpinning for all the IDEA laws. If a child receives a pre-referral intervention or is referred to special education, the parents will not be subject to any additional fees in excess of those for other students. â€Å"Public† means that the public schools are required to educate all students, and adhere to federal requirements regarding education. Secondly, the act requires that all disabled students are evaluated effectively. Information about the student should be gathered from a number of sources then used in the development of the student’s learning plan. This information will also be used to determine which services the student is eligible for. During this stage, a diverse, knowledgeable team of professionals is developed to help the student’s progress. Thirdly, IDEA provides for the development of the Individualized Education Program (IEP). This is a written document that provides a road map for the student’s educational progress. A detailed Individualized Education Program (IEP) must be developed for each student. This should occur in short order after the student is referred and evaluated. The act stipulates what information is used in writing the IEP, who writes it, and what the school is obligated to do for the student. The IEP must be consulted, and may be amended, during the placement process. Fourth, IDEA states the principle of the Least Restrictive Environment (LRE). Placement in classrooms must be in the best interest of the student. If this means that classrooms need to be modified in some way, it must be done unless it is to the detriment of the other students. The disabled student, as much as possible, must be included in the general education classroom. Providing assistance in order to do this is preferable to assigning the student to a special education classroom. If this is not feasible, there still should be a range of options available to foster as much inclusion as possible. Fifth, IDEA states the importance of parental involvement in decision making. The parent has the right to participate in any meetings concerning the student’s education. IDEA proposes that the process of educating the student is a partnership between that student, his or her parents, and the public schools. Parents are always an equal partner and are critical to the ultimate success of the student. This team will help determine placement for the student through a number of means, including norm referenced and criterion referenced tests. Since the student’s capabilities and potential eligibility for services are being assessed, these tests must be carefully chosen and peer reviewed. The presence of a parent or guardian should never be seen as a hindrance. This presence can only help the process for all involved. Finally, the sixth provision of the IDEA legislation imposes procedural safeguards to ensure the rights of all involved. Full disclosure of the factors leading to any school decision regarding the disabled student must be made to his or her parents. A mediation process is provided to resolve any disagreements that may arise. The six principles of IDEA are designed to ensure educational access from the time of first assessment until well after the special education program is exited. As times change, the IDEA law has been modified in a number of ways. Related Laws PL 99-457 (1986) – These amendments to IDEA provided for the creation of an individualized family service plan (IFSP) for each family served. It extended provisions of PL 94-142 (Free Appropriate Public Education) to preschool aged children. PL 101-476 – The Individuals with Disabilities Education Act of 1990 mandated that the least restrictive environment (LRE) be provided to physically challenged vocational students. This act changed the term â€Å"handicapped† to â€Å"disabled† (U.S. Dept of Education, 2003). More people were covered as a result. The FAPE principle is stated again in this act, along with the requirements for an IEP and associated services. Assisted technology is now included as one of the associated services. Laws applying to inclusion and providing the least restrictive placement for the learner were reinforced. Much needed additional funding for early intervention services was provided. Finally, the act requires that each learner’s IEP must have a plan for transition to employment included by the age of 16. PL 105-17 (1997) – This law was a major revision to the original IDEA legislation. Disciplining special education students can be a thorny issue. In the past, many forms of classroom discipline risked violating IDEA laws. This issue was addressed in greater detain in this amendment. An amendment that would have eliminated the requirement to provide certain services to students who have been suspended was not included in the final bill. In addition to the IEP, the student’s educational team must also conduct functional behavioral assessments. A behavioral intervention plan must be developed, reviewed, and amended as necessary. The IEP itself must be more specifically tied in to general education requirements than in the past. Special education is to be de-emphasized and modified mainstreaming will be emphasized. For students with disciplinary problems that affect the learning of others, The IEP team must devise a strategy for behavioral management. For students who commit particularly dangerous acts, the team may impose a longer suspension or removal to an alternative setting. However, the team is also required to make a ruling, using accepted procedures, whether the behavior of the student was a function of his or her disability. (U. S. Dept. of Education, 2003). The behavioral management plan is then reevaluated from that perspective. HR 1350 IDEA Reauthorization (2004) – This reauthorization addresses financial issues as well as making several revisions to previously instituted policies. A risk pool was established to help offset state costs for students whose educational costs are particularly expensive. Full funding is not guaranteed by this act, but a gradual process leading to that goal was instituted. This bill sets additional standards for teacher certification. Overall performance goals are outlined and certification goals are established. Mandatory performance data will be gathered. A particular focus of this bill is to use this information to determine if there is a disproportionate enrollment of minority students in special education. The bill also makes further requirements for the IEP. Goal statements must include functional as well as academic goals. Provisions for IEP transfer between states are made. For students exiting special education, the bill requires the development of an educational summary along with recommendations for further education or entry to a career (Apling, 2002). IDEA in Practice Under the 1997 revision, general education teachers will become more involved in the education of those with disabilities. They will help in developing the student’s IEP, in addition to helping create the least restrictive environment (LRE) for the student to participate with regular classes. The IDEA legislation is recognition that the cookie cutter approach to education is often not effective. This is particularly true for those who have disabilities. At the same time, it proposes a great many regulations that educators must adhere to. However, these regulations should be seen as a helpful tool for guiding the disabled student toward the best possible educational experience. IDEA recognizes that not only do these students have the same right to a public education as anyone else, but that it is also in the best interest of society to provide that education.Sources Apling, Richard Jones, Nancy Lee. (2002). â€Å"The Individuals with Disabilities Education Act (IDEA): Overview of Major Provisions†. Washington D. C. : The Congressional Research Service. Francis, Leslie P. Silvers, Anita. (2000). Americans with Disabilities: exploring implications of the law for individuals and institutions. New York: Routledge. U. S. Dept. of Education. (2003). â€Å"An overview of the bill to provide a broad understanding of some of the changes in IDEA ‘97†. Accessed 12/17/2006. Available from: http://www. ed. gov/offices/OSERS/Policy/IDEA/overview. htm.

An Analysis of The Story of Rahab Essay examples -- Religion Theology

An Analysis of The Story of Rahab The main point of the story of Rahab is that God rewards people, regardless of their station or past sins, who put their faith in Him. The story of Rahab begins when Joshua, after receiving God’s command to enter into the Promised Land, sends two spies into Jericho and the surrounding areas to â€Å"view the land† (Joshua 2:1). The two spies are discovered in Jericho as they enter Rahab’s harlot house. The king of Jericho, being alerted to their presence, sends for the spies. Rahab hides the two spies on her roof under some flax and sends the guards out of the city on a wild goose chase. Rahab then tells the spies that everyone in the land is afraid of their power and that she knows that their God is the One true God. In return for the kindness she showed them Rahab asks for their promise of safety for her family when the Hebrews attack Jericho. The spies promise and escape through Rahab’s window in the city wall and descend down a scarlet rope that is used to signal the Israelites to the location of her home. Rahab’s character is revealed e...

A Society in Danger Essay examples -- Literary Analysis, The Stranger

A Society in Danger In the book The Stranger, Camus characterizes Meursault as an atheist, an unemotional robot, and an outcast to demonstrate how he threatens society. The way Camus characterizes Meursault impacts the book in views to which he threatens society, like when he seems useless, shows no compassion or feelings, and when he does nothing to help society, making him seem like society’s worst enemy. How he characterizes Meursault proves how he becomes a threat to society through the use of syntax by displaying insensitivity, and diction to prove his atheism. He also only focuses on physical objects, and the way he sees life causes him to resemble a stranger. Meursault can be a threat to society by just not fitting in with everyone else and preventing everyone from uniting, so he continues to threat society. Camus manipulates syntax to show how Meursault’s insensitivity symbolizes danger to society. When Camus makes Meursault be an insensitive person that does not care or feel anything for anyone else, he puts society in danger. When Meursault says, â€Å"I had never been able to truly feel remorse for anything† he never reveals any emotion at all even though the sentence sounds a little long and he also never gives a sign of compassion (Camus 100). Also, the very first sentence that Meursault states in the book only contains three words, which reads, â€Å"Maman died today† (Camus 3). No matter how long or short the sentences appear Meursault never shows a bit of compassion or feelings for her mother’s death. He just states it all plain and unemotional with only three words almost making it a fragment. For example, when Camus writes this long sentence, â€Å"He said the truth was that I didn’t have a soul and that nothing human, not ... ...ample he asserts, â€Å"For a second I had the ridiculous feeling that they were there to judge me† which tells that he does not feel security of himself because he always thinks people are judging him (Camus 10). This thought of insecurity symbolizes danger to society because Meursault does not trust the people in any way because he thinks they judge him for any little thing. In conclusion of how Meursault threatens society affects society as a whole. The insensitivity and focus of physical objects only threatens the good of society by letting Meursault be part of them even though he has no feelings to offer. The atheism and way he sees life threatens society in different ways but the main one keeps society from reaching unity because they cannot exclude him from everything just because he does not believe in God and because he has a different view of seeing life.

Language Acquisition and Corrective Feedback :: Education, foreign languages

Corrective feedback has been in the focus of research in SLA during the last years and has become an important part in learners’ language acquisition. Ellis (1994) referred to feedback as â€Å"the information given to learners which they can use to revise their interlanguage.† He also distinguishes two different kinds of feedback, positive and negative feedback; positive feedback has to do with the information that indicates that a hypothesis is incorrect. Ellis also mentioned some other forms of feedback such as direct or correction, indirect or the request for conformation, on-record which supplies ‘direct negative evidence’, and off-record which supplies ‘indirect negative feedback’; the negative evidence or feedback has to do with information about ungrammaticality. If corrective feedback is sufficiently salient to enable learners to notice the gap between their interlanguage forms and target language forms, the resulting cognitive comparison may trigger a destabilization and restructuring of the target language grammar (Ellis, 1994). Chaudron (1988) has pointed out that corrective feedback incorporates different layers of meaning. Chaudron consider the treatment of error is simply â€Å"any teacher behavior following an error that minimally attempts to inform the learner the fact of error† and finally â€Å"there is â€Å"the true† correction which succeeds in modifying the learner’s interlanguage so that the error is eliminated from further production†. In the view of Chaudroncited in El Tatawy (2002) the information learners get from corrective feedback allows them to â€Å"confirm, disconfirm, and possibly modify the hypothetical, transitional rules of their developing grammars.† Lightbown and Spada (1999) cited in El Tatawy (2002) define corrective feedback as: â€Å"Any indication to the learners that their use of the target language is incorrect.† Schachter (1991) cited in El Tatawy (2001) stated that the feedback can be explicit, that is grammatical explanation or overt error correction, or implicit. Implicit correction can be done using the following techniques â€Å"confirmation checks, repetitions, recasts, clarification requests, silence, and even facial expressions that express confusion.† (Schachter (1991) cited in El Tatawy (2001)) Tedick and Gortari (1998) summarize different types of corrective feedback: 1. Explicit correction. When the teacher provides direct corrective feedback to the learner after s/he has made any mistake S: [...] the coyote, the bison and the gr...grane. (phonological error) T: And the crane. We say crane. 2. Recast. The teacher indirectly provides corrective feedback to the learners, but tries to reformulate the utterance. S: You is a very good teacher. (grammatical error) T: You are a good teacher. Good. 3. Clarification request. The teacher uses some phrases such as "Excuse me?

“Little Boy Crying” by Mervyn Morris Essay

In the first stanza, the boy had a tantrum, â€Å"splashing† his â€Å"bare feet† around a puddle. The father doesn’t approve of this, and â€Å"struck(s)† a â€Å"quick slap† across his son’s face. However, the father refuses to show any signs â€Å"of guilt or sorrow† for what he has done. The father is regretful but thinks it is more important for his son’s development that he remains staunch. The boy is waiting for his father to apologise, but his father refuses to give in, because he doesn’t want to give his son the idea that he can get away with more incidents like this. This gives the impression of a boy who knows the effect he has on his father, and waits for signs that he is weakening. The father realises that there is an inner evil in his son which needs controlling. There is frequent use of onomatopoeia such as when he describes his son as an â€Å"ogre†, despite his size. The boy still wants revenge on his parent, believing the latter thinks nothing of him. Since the boy has thoughts of wanting revenge, the punishment viewed in this light seems to be justified. The father hopes in time, his son will â€Å"understand† the need for discipline, and this is expressed through the words â€Å"but dare not ruin the lessons you should learn†. This occasion is also tough for the father because he is hiding his inner core of uncertainty and suffering â€Å"behind that mask†, after â€Å"slapping† the boy. The father is not repent; he is a man who follows absolute values. He doesn’t seem to comprehend that mercy is more powerful than judging to the letter of the law. The use of contrast, such as the boy’s slack behaviour and his father’s firmness, helps add depth to the relationship between the boy and the parent. Other examples of contrast include the boy’s diminutive nature and powerful influence over his father, the vulnerability of his character and cunning, evil and shrewd mind. It is incredible to understand that this three year old possesses such qualities.

Kant’s ‘Copernican Revolution’

Describe Kant’s ‘Copernican Revolution’ and explain (and outline) how he hopes it will give rise to synthetic apriori knowledge. Kant’s Critique of Pure Reason [1781] was birthed out of the Leibnizian-Wolff tradition. He rejected this tradition due to a dislike of the principles of Sufficient Reason and Non-Contradiction. Although much of the Critique can be read as a spirited attack on this tradition, Kant’s real catalyst for the writing the Critique was the empiricist David Hume, and the way one reads the Critique is informed by the awareness of the Critique as a duel attack.The creation of the ‘synthetic a priori’ and the ‘Copernican Revolution’ that gave rise to it are both conversant of this attack. This essay aims to outline and defend how the ‘Copernican Revolution’ evolved and how this ‘metaphysical revolution’ formed the concept of the ‘synthetic a priori’. In the Preface to th e Critique Kant describes metaphysics as once being the ‘queen of all sciences’ (A ix). Yet, despite this, he argues that reason in metaphysics fails to have the stability of mathematics or natural science.The conflict of Newtonian science with Leibnizian metaphysics, rationalism with empiricism, and natural science with morality and religion, are all instances of metaphysics as a ‘battle ground’ (Gardner 1999: 20). Kant argues that: â€Å"If the various participants are unable to agree in any common plan of procedure, then we may rest assured that it is very far from having entered upon the secure path of a science, and is indeed a merely random groping† (B vii).For Kant, the natural sciences and mathematics are in contrast to metaphysics because the former have undergone a peculiar process of stability. Kant adheres to a ‘Maker’s Knowledge Thesis’, which argues that a subject has supreme (a priori) knowledge of an object, if the y are the maker of that object or able to reproduce it. Thus, maths has a priori status because we can construct mathematical objects ourselves. He affects to reproduce an analogous revolution in metaphysics.At†¦Kant gives his ‘Copernican Revolution’ of metaphysics: â€Å"Hitherto it has been assumed that all our knowledge must conform to objects. But all attempts to extend our knowledge of objects by establishing something in regard to them a priori, by means of concepts, have, on this assumption, ended in failure. We must therefore make trial whether we may not have more success in the tasks of metaphysics, if we suppose that objects must conform to our knowledge.This would agree better with what is desired, namely, that it should be possible to have knowledge of objects a priori, determining something in regard to them prior to their being given† (B xvi). The ‘Copernican Revolution’ attempts a compromise between the optimistic Leibnizian real ists, who argue that we can have objective (a priori) knowledge of the external world through the Principle of Sufficient Reason and the Humean sceptics, who argue that we can have no knowledge beyond immediate experience.By a ‘Copernican Revolution’, Kant intends a complete overhaul of what has previously been taken as objective fact: like Copernicus explained the ‘objective’ movement of the sun by the subjective movement of the observer on earth, Kant explains our knowledge of ‘objective’ external objects in terms of our subjective modes of cognition (Gardener 1999: 42). On the ‘Maker’s Knowledge Thesis’, for an agent to have a priori metaphysical knowledge, they must have at least partially formed a sum of that knowledge.Kant claims that this is achieved by the input of our cognitive faculties on what we observe. Some critics question how Kant’s ‘revolution’ does not merely collapse into an account of Berkeley’s mind-dependence, that we ‘create’ the external objects in our own minds (Gardener 1999: 43). But Kant is not idealist in the way that Berkeley is, to say that the subject ‘forms’ the object by the modes of their cognition, is not to say that objects are the creation of our representations.Kant does hold that there are objective external objects in the world, he merely denies that we can know them as such. He makes a distinction between objects as they appear to us and objects as they are in themselves. Locke makes a similar distinction between what he called the ‘primary’ and ‘secondary’ qualities. In his Essay Concerning Human Understanding, he argued that the secondary qualities such as an object’s colour, smell etc. is fundamentally different from their ‘primary’ qualities such as their size or extension.The secondary qualities are things that can be known by the observer, but not as a prope rty of the thing in its self, whereas primary qualities are independent of whoever is observing them, and are properties of the thing as it is in itself. Kant’s distinction is even more limited insofar as he does not think that any of the properties Locke describes as ‘primary’ are properties of an object in its self. He believes that all we can know of an object in its self is that it exists. If the fact that an object exists is all that we could ever know of an object in itself, then a rationalist perspective would hold that this s all we can ever know of that object (full stop) because they believe that knowledge conforms to the object. However, because Kant believes that the object conforms to knowledge, he also believes that we can know other things about the object through the faculties of our cognition. We can never have knowledge of a thing its self because we cannot have ‘Maker’s Knowledge’ of such a thing, but we can have ‘Make r’s knowledge’ of a thing as it appears to us because we ‘form’ these appearances with our own cognition. These are what Kant terms ‘synthetic a priori’ judgements.Kant distinguishes â€Å"cognitions a priori†¦ from empirical ones, which have their sources a posteriori, namely in experience† (Guyer 2006: 45). An analytic judgment is one in which â€Å"the predicate B belongs to the subject A as something that is contained in this concept A† (Guyer 2006: 46). They are concepts known through identity, such as ‘All bachelors are married men’. By contrast, synthetic judgements are those in which â€Å"the predicate B lies entirely outside the concept A, although to be sure it stands in connection with it† (ibid).Championed by Hume, the orthodox view of the time was that while analytic judgements can be known a priori, given the fact that they can be immediately experienced and understood if you can understand the composite meaning of the proposition, synthetic judgements could only ever be understood a posteriori. A posteriori cognitions are merely based on the experience of an object and a synthetic judgement such as ‘this macbook is white’ can only ever be known by looking at the object (macbook) and a posteriori judging it to have a certain property (whiteness).Kant disagreed with this Humean reasoning, and while he accepted that there could not be an analytic a posteriori, he did think that there could be synthetic a priori cognitions. Kant blames the instability of metaphysics on the fact that the possibility of ‘synthetic a priori’ judgments has never been considered. In the Preface of the Critique Kant argues that the ‘real’ problem of pure reason is â€Å"contained in the question: How are synthetic judgements a priori possible? † (Gardener 1999). He makes an initial concession to the empiricists insofar as all knowledge necessarily ‘begins with’ experience.However, he argues that from this it does not necessarily follow that all of our knowledge be derived from such experience (it may, conversely, be derived a priori) (Gardener 1999: 53). Kant argues in the Introduction of the Critique that â€Å"if we find a proposition such that in thinking it we think at the same time its necessity, then it is an a priori judgment; and if, in addition, it is not derived from any proposition except one that itself has the validity of a necessary proposition, then it is absolutely a priori† (B3).Kant presupposes that we have this kind of knowledge: we have a priori knowledge of mathematical objects, and the principle of causation has ‘strict universality’ (Gardener 1999: 53). However, Kant does not regard these as analytic. Instead, Guyer argues that â€Å"[f]or Kant, all the fundamental propositions of philosophy as well as the contents of pure mathematics and even the basic principles of na tural science are nothing less than synthetic a priori cognitions† (Guyer 2006: 47).Kant argues that the term ‘synthetic’, when applied to judgments, â€Å"has a double sense of connecting a predicate with a concept in which it is not contained, and of presupposing a corresponding act of synthesis or putting together on the part of the subject† (Gardener 1999: 55). This is the act of ‘transcendental synthesis’. This process is significant when considering the a priori. Kant argues that although some concepts are indeed analytical, such as ‘all bachelors are married men’, concepts such as ‘every cause has an effect’ are not.Such concepts are a priori by virtue of being necessary, but they are also synthetic because they intend to add something to the sum of human knowledge. According to Kant, any informative concept must also be synthetic (Gardener 1999: 56). Because of this, Rawls advances two analytically distinct cri teria for analyticity: a judgement is analytic if (1) Its truth can be determined on the basis of conceptual considerations or the meaning of its composite terms; (2) â€Å"if it is self-evidently true rather than such as to extend our knowledge† (Gardener 1999: 61).These criteria have lead critics to argue that Kant confuses two different versions of the analytic/synthetic distinction; the first definition of analyticity encompasses what Kant calls ‘synthetic a priori’ because they would be true for conceptual reasons. However, These critics fail to give an account of how conceptual considerations are intended to extend knowledge the way that the synthetic a priori entails.Some critics argue that Kant’s method of proving the existence of synthetic a priori judgments is analytic, an argument of regress from the effect back to its cause. By arguing as such, they thus accuse Kant of presupposing the very thing he is intending to prove. Guyer argues that â₠¬Å"[o]f course, if one doubts that mathematics and physics do contain synthetic a priori cognition, then the use of this analytic or regressive method to arrive at further metaphysical truths is in trouble from the outset† (Guyer 2006: 48).Kant admits that his methodology is analytical in the Prolegomena, however, in the first edition Kant argues that his process was synthetic, by inquiring within pure reason itself. In the Preface Kant argues that his objective is â€Å"to demonstrate and make comprehensible the objective validity of his concepts a priori†. In the Introduction to the First Edition Kant argues that reason â€Å"†¦finds itself compelled to resort to principles that go beyond all possible use in experience, and that nonetheless seem so little suspect that even common human reason agrees with them.By doing this, however, human reason plunges into darkness and contradictions; and although it can indeed gather from these that they must be based on erro rs lying hidden somewhere, it is unable to discover these errors†¦[t]he combat of these endless conflicts is what we call metaphysics† (A viii). The ‘Copernican Revolution’ is the way Kant attempts to prove the possibility of synthetic a priori knowledge without flying off into ungrounded metaphysics (Guyer 2006: 49). If we assume that the sensory representations and conceptual organisation of objects is contained only in experience, then knowledge can never be more than a posteriori.But, if we discover cognitive ‘forms’ of these representations and organisations, then we know that nothing can ever be an object of knowledge without being subject to these forms, and thus that these ‘forms’ necessarily apply to the objects of our knowledge and therefore must constitute synthetic a priori judgments (Guyer 2006: 49-50). Bibliography: Gardner, Sebastian (1999) â€Å"Kant and the Critique of Pure Reason†, London: Routledge. Guyer, P aul (2006) â€Å"Kant†, Oxon: Routledge. Kant, Immanuel (Pluhar, Werner: Translator) (1996) â€Å"Critique of Pure Reason†, USA: Hackett Publishing Company.

Fathers and Sons by Ivan Turgenev

Fathers and Sons by Ivan Turgenev During the discussion, several articles were presented to the class. The subjects brought to light were the Russian economy during the 1850s, serfdom, and the question of whether Turgenev was obsolete or not. The articles on the Russian economy explained the state of transition the Russian economy was in during the mid-1850s. Prior to this period, there were members of the society called serfs. These were essentially slaves who worked on the fields of rich peasants, or the upper class.However, at this time Russia began to move away from serfdom. After this discussion, it would appear Turgenev places great importance on the time, place, and culture of his novel, as serfdom and the existence of social classes are a predominant feature in Fathers and Sons. I found this discussion interesting, as it clarified some aspects of the novel. For example, in Fathers and Sons, Nikolai is a relatively well off land owner, and he ‘owns’ many serfs.How ever, as the system begins to evolve, the serfs and their owners have some trouble adjusting to the new system of land ownership. The serfs are misbehaved and irresponsible, and these aspects of the culture and context form the setting of the novel. The article on the ‘Turgenev Question’ was interesting as well, because it highlighted some of Turgenev’s techniques, and what he’s famous for. According to the article, the art of Turgenev is in understatement: he manages to capture large philosophical, social, and historical movements as manifested in everyday life.This can indeed be seen in Fathers and Sons. Turgenev paints a picture of commonplace Russian life with characters like Nikolai Arkady, Pavel, Bazarov and Fenichka, using barely any overly dramatic devices. Yet, through the characters’ thoughts and interactions with each other Turgenev explores ideas such as familial relationships. Furthermore, he portrays other aspects of Russian life, incl uding the wide gap between social classes and the idea of young people rejecting all authorities.

Supply Chain Collaboration Between the Organization and Suppliers Essay Example

Supply Chain Collaboration Between the Organization and Suppliers Essay Example Supply Chain Collaboration Between the Organization and Suppliers Essay Supply Chain Collaboration Between the Organization and Suppliers Essay In most organizations, supply chain collaboration between the organization and suppliers can reduce inventory costs with the use of information technology (IT). Laudon and Laudon (2007) suggest that IT consists of all hardware and software that a firm needs to use in order to achieve its business objectives. Computers, printers, and handheld personal digital assistants are considered hardware components. Software includes operating systems such as Linux or Windows, the Microsoft Office desktop productivity suite, and other computer programs essential to an organization that is currently on the market. Information technology offers a competitive advantage, reduces and controls costs, improves customer and supplier intimacy, and access to the global economy. Information Technology Competitive Advantage According to Laudon and Laudon (2007), more than 23 million managers and 113 million workers in the United States’ labor force rely on information systems to conduct business. IT offers the supply chain organization a competitive advantage by achieving operational excellence, customer and supplier intimacy, and improved decision making. IT allows the supply chain to respond to customers in real time, thus all improvements add up to higher sales and higher profits to the organization (Laudon and Laudon 2007). Reducing and Controlling Costs Gendron (2006) states, â€Å"Studies by the Aberdeen Group have shown that non-production materials like office supplies, computer equipment and maintenance, repair and operating provisions (MRO) can account for 30% to 60% of a company’s total expenditures yet they remain poorly controlled and costly to process at most organizations† (p. 91). Information technology permits the supply chain organization to control and process purchasing requisition for supplies efficiently and at reduced costs. Amazon. com, though is an e-commerce company, is a company that uses IT to track orders, place orders from suppliers, and also tracks where items are stored within the facility. Supply chain departments have access to several tools that can help in reducing costs. Enterprise resource planning (ERP) systems are used by large corporations to use the Web efficiently when purchasing suppliers. Gendron (2006) states, â€Å"Studies have also noted that off-contract buying is more prevalent for services than for direct or indirect products, and service supplier networks are huge, averaging nearly 75 suppliers per purchasing employee more than double the number of suppliers per buyer of direct goods† (p. 91). The supply chain organization purchasing responsibilities is one of the fastest payback areas using the Web, because the online bidding process can be used (Gendron 2006). Global Economy Opportunities Information technology offers the supply chain organization several advantages in a global economy to help reduce inventory costs. Laudon and Laudon (2007) state, â€Å"The emergence of the Internet into a full-blown international communications system has drastically reduced the costs of operating on a global scale† (p. 7). The supply chain organization can shop a worldwide marketplace, obtaining quality and price information reliably 24 hours a day. The key advantage is that the supply chain organization can achieve extraordinary cost reductions by finding low-cost suppliers and managing production facilities in other countries. Summary Information technology offers the supply chain organization several advantages to reduce costs and improve customer relations. Information technology offers a competitive advantage by reducing and controlling costs, improving customer and supplier intimacy, and provides access to the global economy. To stay competitive, the supply chain organization must use information technology to grow the business and reduce inventory costs. References Gendron, M. P. (2006). Creating the new e-business company: Innovative strategies for real-world applications. Mason, OH: The Thomson Corporation. Laudon, K. C. Laudon, J. P. (2007). Management information systems: Managing the digital firm. Upper Saddle River, NJ: Pearson Prentice Hall.

How to Make Metamucil Flubber (Recipe)

How to Make Metamucil Flubber (Recipe) This recipe makes the non-sticky sort of rubber or gelatinous slime that is known as flubber. The difficulty is average, but only takes about 15 minutes! Flubber Slime Ingredients 1 teaspoon Metamucil or similar soluble fiber8 ounces watermicrowave-safe bowlmicrowave ovenfood coloring (optional) How To Make Metamucil Flubber Mix 1 teaspoon of Metamucil with 1 cup (8 ounces) of water in a microwaveable bowl. You can add a drop or two of food coloring if you wish. Alternatively, you could add a little powdered drink mix or flavored gelatin to get color/flavor.Place bowl in the microwave and nuke on high for 4-5 minutes (actual time depends on microwave power) or until the goo is about to bubble out of the bowl. Turn off the microwave.Let the mixture cool slightly, then repeat step 3 (microwave until about to overflow). The more times this step is repeated the more rubbery the substance will become. The purpose of the cooling step is to check the consistency of the slime and prevent it from overflowing the container.After 5-6 microwave runs, (carefully - hot hot HOT) pour the flubber onto a plate or cookie sheet. A spoon can be used to spread it out.Allow to cool. There you have it! Non-stick flubber. A knife or cookie cutters may be used to cut the flubber into interesting shapes. The shapes will slowly me lt as the slime flows. Flubber can be stored at room temperature in a sealed baggie for several months. It will last indefinitely in a sealed bag in the refrigerator. Useful Tips If the flubber is sticky then the amount of water needs to be reduced. It should be clammy, but not sticky. Use less water next time.Please use adult supervision. Molten fluids and microwaves are involved!

How to Effectively Use Dialect in Fiction Writing

How to Effectively Use Dialect in Fiction Writing Dialect can be a powerful tool to help writers bring the characters they have created to life. A writer might use dialect, along with accent, to distinguish a characters unique way of speaking- and in doing so, illustrate their place of origin, cultural background, or social class. It is critically important to use this device with sensitivity, as imprudent application can do more harm than good.In the past, writers often used dialect in a way that devolved into stereotypes and other offensive characterizations- something that is unacceptable to todays readers- and also frequently impacted readability. While writers still use dialect today to create believable, authentic characters, the rules surrounding its use have changed and writers should be careful to avoid missteps.Dialect vs. accentBefore we delve into the topic, its important to understand what dialect is, and how it differs from accent. Dialect, according to Merriam-Webster, is a regional variety of language distinguished b y features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language. Accent, on the other hand, refers to an individuals distinctive or characteristic inflection, tone, or choice of words. Essentially, accent is the specific part of dialect that relates to how something is pronounced, so a characters accent is, therefore, part of his dialect.Is it necessary?As the use of dialect in your writing can be a double-edged sword, its important to first ask yourself if it is absolutely necessary for your characterization process. This website suggests that an easy way to determine whether you really need to use dialect is to answer the following questions:Is dialect integral to the story (for example, is it used to reinforce the main characters outsider status in a close-knit regional community)?Are there stereotypical expressions associated with the accent or dialect you should take care to contextualize, use sparingly or avoid?NowNovel.comA more considered approachOnce you have determined that dialect is truly necessary for your writing, you need to find a way to maintain your characters authenticity without crossing the line into caricature. This is especially a concern if the character you are creating is part of a culture other than your own.One way writers are circumventing this issue is the use of what is known as eye-dialect, which are nonstandard spellings of words that represent standard pronunciations. These words are pronounced phonetically the exact same way as the original word. In a dialect of people living in the Southern United States, some examples of eye-dialect might be: fur (for), tu (to), frum (from), deth (death), wuz (was), uv (of), and sez (says).When the reader sees the words, although they are slightly misspelled, they are easy to read because the misspellings are phonetically pronounced the same way the correct spelling is pronounced. Therefore, as the reader is reading th e words aloud in his or her mind, there is a natural connection and understanding that takes place. This stylistic choice the author made serves three functions:It makes it easier for the reader to read and understand.There is still characterization happening.As it is spoken and the misspelling is the authors choice (rather than the speakers), there is no insinuation regarding the class or education status of the speaker.In her thesis entitled Writing in Dialect in Fiction: A History and Study, childrens author Jennifer Sommer writes: The perpetual dilemma for the writer is to determine how far to go in accuracy in dialect without losing the reader.Throughout her thesis, Sommer traces the progression of the use of dialect throughout American literary history to the present day, where she admits there is much conflict for writers who seek to create authentic characters without crossing the lines of caricature through dialect. As an example of modern literature that gets it right, she mentions the book Somewhere in the Darkness by Walter Dean Myers, a book set in the Bronx with African American characters. She notes that the change in dialogue to reflect characterization is minimal, yet effective. Specifically, she discusses how the use of language in dialogue immediately causes the reader to begin reading the dialogue with understanding of the accent, especially through dropping certain words, using aint, and incorporating short, choppy sentences, without turning the characters into provincial curiosities:Day before yesterday, Maurice said. But check this out. Tony just nicked the dude and he was screaming and carrying on like he had stabbed him through the heart or something.No lie?Yeah, hey, look, you want to play some ball tonight?I dont know.You give up ball or something, man? Maurice looked at him sideways. We playing Richie and his crew.Ill see how Im feeling, Jimmy said.You aint going to play, Maurice said. You getting to be another jive dude, man.Somewh ere in the Darkness by Walter Dean MyersThis passage, in contrast to passages written in earlier, more controversial works like The Adventures of Huckleberry Finn, show how dialect can be successfully used in fiction without going overboard, and thus creating caricatures or racially-charged stereotypes. Particularly, it can be accomplished through slang, eye-dialect, and dialogue that focuses more on syntax (the arrangement of words) than phonetic reinventions of words.When phonetic reinventions of words are used in the extreme, as exemplified in some early American literature, the result is a character that is portrayed as highly uneducated and of lower social status. This use of language can come across as offensive and stereotypical, thereby ruining an otherwise great story. In modern writing, the best way to avoid these problems is moderation and careful consideration of the connotations of a dialects use.Applying the new rulesA contemporary author who applies the new rules of d ialogue well is J.K. Rowling. Take, for instance, the dialogue of Hagrid, one of the most beloved characters of her Harry Potter series:I am what I am, an Im not ashamed. Never be ashamed, my ol dad used ter say, theres some wholl hold it against you, but theyre not worth botherin with. An he was right.Harry Potter and the Goblet of Fire by J.K. RowlingHagrids dialect helps to build his character and distinguish him from other characters throughout the series. However, instead of being over-the-top and difficult to read, the dialogue that Rowling writes for Hagrid contains more eye-dialect and syntax variation than other characters. These small changes are enough to allow Hagrids voice to take on an authentic West Country English accent, as discussed in this article. Author J.K. Rowlings use of dialect for the character of Hagrid helps distinguish him from other characters.Author J.K. Rowlings use of dialect for the character of Hagrid helps distinguish him from other characters.Bes t practices for composing dialectAs a conclusion to Sommers thesis on dialect, the author offers several suggestions for maintaining authenticity of character dialect without veering into the realm of caricature or overt racism. Included in those suggestions, she posits that authors should:Avoid respellings that would mislead readers about the status of the speaker.Pepper a narrative with occasional uses of the dialect. For example, to illuminate a Cajun character, you might reference items specific to that culture such as jambalaya (a traditional Cajun dish), employ greetings and kinship terms that use non-standard English, such as, Hey Grand-pere (how a Cajun grandson might greet his grandfather), or incorporate Cajun French phrases like tu connais (you know), mais yeah (but yes), and cher/chere (dear) throughout the text.Let the reader know explicitly when the characters have changed language, such as Here the speaker turned to Jean Thompson, and changed his speech to English let ting the reader know exactly how educated or literate the character is when speaking in Standard English.Use well-known sentence structure (syntax) that exemplifies the dialect, such as in Cajun, Why should I be ashame of that, me?Writing in Dialect in Fiction: A History and Study, a thesis by Jennifer SommerFurther, Sommer agrees that the best person to write dialect is someone who grew up or lives within the particular area or subculture that uses it. In such, a writer such as Paul Lawrence Dunbar was (in a sense) justified in using African American dialect in his writing, while Mark Twain was not. This could potentially explain why Twains books have been banned in several places because the diction (word choice) and dialect used were considered offensive and unsuitable for a more informed, aware, modern audience.A final noteUltimately, dialect via uncommon syntax and alternate spelling of words can be a compelling way to differentiate characters and build characterization- as lon g as its use is limited, readability is maintained, and careful consideration is given to how it is applied.

Business Case Study Tips

Business Case Study Tips Case studies are essays that students are often asked to write. Here you will find some useful tips that may help you in writing your Business case study. The purpose of any case study essay is providing a thorough analysis of a certain situation while pointing out certain facts and concepts about the issue in the case study, and also predicting the outcome of future situations, based on findings from the case study. For a business student, knowledge of business case study tips is important because these tips can enable a student to construct an awesome business case study essay. The first tip is understanding the case study and what is expected from its findings. A case study essay is an analytical paper, which entails carrying out extensive research and making use of concepts, theories, and knowledge to write about the findings of the research session. Case study essays usually highlight common problems of certain fields of study. Examining these problems on a deep level aims at providing robust solutions to the problems. Most studies are written with the aim of providing solutions to problems that are known in a certain field. The steps that one should take when writing a good case study is to first determine what the case study is all about. You can always think about issues discussed in class or problems discovered while studying for tests in your field of study. You can also check out information in your college library or even check the internet for interesting questions on which to base your case study. Once you have checked out several sources and determined the problem for which you are interested in conducting a case study, you should then read as many books, magazines, journals, and other important sources on the subject. As you read these sources, always take notes, which will assist you in keeping track of the sources as you begin writing the essay and citing the information for referencing. You should then select focus on an organization, individuals or a company currently facing the research problem on which to base your study. Then you can plan interviews with key people of these entities to obtain primary data on the problem and possible solutions to the problem. If you decide to interview individuals, you should ensure that all the people you interview are involved with the organization that you are writing about. You should then begin interviewing these individuals in a random order, to gather as many divergent views as possible. While conducting the interviews, you could also try asking the interviewees what they have done to solve the problem and also their feelings about the problem and what they might do differently when given the mandate to find a solution to the problem being studied. An alternative to these tips is to buy a sample business case study essay from our web site and see for yourself how a business case study essay is written. Once you place an order, our support team will review it and send it to a competent writer, who has experience in the needed field. Just visit CustomWritings.com case study service now!

Roman Army - Recruitment, Legions, Siege Warfare More

Roman Army - Recruitment, Legions, Siege Warfare More The Roman army (exercitus) did not start out as the superlative fighting machine that came to dominate Europe to the Rhine, parts of Asia, and Africa. It began like the part-time Greek army, with farmers returning to their fields after a quick summer campaign. Then it changed into a professional organization with long terms of service far from home. The Roman general and 7-time consul Marius is considered responsible for the change of the Roman army into its professional form. He gave the poorest classes in Rome the opportunity to be career military, gave land to veterans, and changed the composition of the legion. Recruitment of Soldiers for the Roman Army The Roman army changed over time. The consuls had the power to recruit troops, but in the last years of the Republic, provincial governors were replacing troops without the approval of the consuls. This led to legionaries loyal to their generals rather than Rome. Before Marius, recruitment was limited to citizens enrolled in the top 5 Roman classes.  By the end of the Social War (87 B.C.) most of the free men in Italy were entitled to enlist and by the reign of Caracalla or Marcus Aurelius, it was extended to the entire Roman world. From Marius on there were between 5000 and 6200 in the legions. Legion Under Augustus The Roman army under Augustus consisted of 25 legions (according to Tacitus). Each legion consisted of about 6000 men and a large number of auxiliaries. Augustus increased the time of service from 6 to 20 years for legionaries. Auxiliaries (non-citizen natives) enlisted for 25 years. A legatus, supported by 6 military tribunes, led a legion, composed of 10 cohorts. 6 centuries made a cohort. By the time of Augustus, a century had 80 men. The leader of the century was the centurion. The senior centurion was called the primus pilus. There were also about 300 cavalry attached to a legion. Contubernium of Soldiers in the Roman Army There was one leather sleeping tent to cover a group of 8 legionaries. This smallest military group was referred to as a contubernium and the 8 men were contubernales. Each contubernium had a mule to carry the tent and two support troops. 10 such groups made up a century. Every soldier carried 2 stakes and digging tools so they could set up camp each night. There would also be slaves associated with each cohort. Military historian Jonathan Roth estimated there were 2 calones or slaves associated with each contubernium. The Size and Organization of the Roman Imperial Legion, by Jonathan Roth; Historia: Zeitschrift fà ¼r Alte Geschichte, Vol. 43, No. 3 (3rd Qtr., 1994), pp. 346-362 Legion Names Legions were numbered. Additional names indicated the place where the troops were recruited, and the name gemella or gemina meant the troops came from the merger of two other legions. Roman Army Punishments One way to ensure discipline was the system of punishments. These could be corporal (flogging, barley rations instead of wheat), pecuniary, demotion, execution, decimation, and disbandment. Decimation meant one in 10 soldiers in a cohort was killed by the rest of the men in the cohort by clubbing or stoning (bastinado or fustuarium). Disbandment was probably used for mutiny by a legion. Siege Warfare The first great siege war was waged by Camillus against the Veii. It lasted so long he instituted pay for the soldiers for the first time. Julius Caesar writes about his armys sieges of towns in Gaul. Roman soldiers built a wall surrounding the people to prevent supplies from getting in or people from getting out. Sometimes Romans were able to cut off the water supply. Romans could use a ramming device to break a hole in the city walls. They also used catapults to hurl missiles inside. The Roman Soldier De Re Militari, written in the 4th century by Flavius Vegetius Renatus, includes a description of the qualifications of the Roman soldier: Let, therefore, the youth who is to be chosen for martial tasks have observant eyes, hold his head up, have a broad chest, muscular shoulders, strong arms, long fingers, not too extended a wait measure, lean hams, and calves and feet not distended with superfluous flesh but hard and knotted with muscles. Whenever you find these marks in the recruit, do not be troubled about his height [Marius had set up 510 in Roman measurement as the minimum height]. It is more useful for soldiers to be strong and brave than big. Roman soldiers had to march at an ordinary pace of 20 Roman miles in 5 summer hours and at a fast military pace of 24 Roman miles in 5 summer hours carrying a 70-pound backpack. The soldier swore an oath of loyalty and implicit obedience to his commander. In war, a soldier who violated or failed to carry out the generals order could be punished by death, even if the action had been advantageous to the army. Sources Polybius (c. 203-120 B.C.) on the Roman MilitaryTraining Soldiers for the Roman Legion, by S. E. Stout. The Classical Journal, Vol. 16, No. 7. (Apr., 1921), pp. 423-431.Josephus on the Roman ArmyThe Antiqua Legio of Vegetius, by H. M. D. Parker. The Classical Quarterly, Vol. 26, No. 3/4. (Jul. - Oct., 1932), pp. 137-149.Roman Legionary Fortresses and the Cities of Modern Europe, by Thomas H. Watkins. Military Affairs, Vol. 47, No. 1. (Feb., 1983), pp. 15-25.Roman Strategy and Tactics from 509 to 202 B. C., by K. W. Meiklejohn. Greece Rome, Vol. 7, No. 21. (May, 1938), pp. 170-178.

Rhetorical Questions for English Learners

Rhetorical Questions for English Learners Rhetorical questions can be defined as questions that are not really meant to be answered. Rather, rhetorical questions are asked in order to make a point about a situation or to point out something for consideration. This is a very different usage than yes/no questions or information questions. Lets quickly review these two basic types before moving on to rhetorical questions. Yes/No questions are used to quickly get an answer to a simple question.  They are usually answered with the short response using only the auxiliary verb. For example: Would you like to come with us tonight?Yes, I would. Did you understand the question?No, I didnt. Are they watching TV at the moment?Yes, they are. Information questions are asked using the following question words: WhereWhatWhen / What timeWhichWhyHow many / much / often / far / etc. Information questions are answered in full sentences. For example: Where do you live?I live in Portland, Oregon. What time does the movie start?The movie starts at 7:30. How far is it to the next gas station?The next gas station is in 20 miles. Rhetorical Questions for the Big Questions in Life Rhetorical questions pose a question that is intended to make people think. For example, a conversation might begin with: What do you want to do in life? Thats a question we all need to answer, but its not easy... How much time does it take to become successful? Thats an easy question. It takes a lot of time! Lets take a look at what success requires so that we can get a better understanding.   Where do you want to be in 15 years? Thats a question that everyone should take seriously no matter how old they are. Rhetorical Questions to Draw Attention Rhetorical questions are also used to point to something important and often have an implied meaning. In other words, the person who poses the question is not looking for an answer ​but wants to make a statement. Here are some examples: Do you know what time it is? - MEANING: Its late.Who is my favorite person in the world? - MEANING: You are my favorite person.Wheres my homework? - MEANING: I expected you to turn in the homework today.What does it matter? - MEANING: It doesnt matter. Rhetorical Questions to Point Out a Bad Situation Rhetorical questions are also often used to complain about a bad situation. Once again, the actual meaning of the quite different than the rhetorical question. Here are some examples: What can she do about that teacher? - MEANING: She cant do anything. Unfortunately, the teacher isnt very helpful.Where am I going to find help this late in the day? - MEANING: Im not going to find help this late in the day.Do you think Im rich? - MEANING: Im not rich, dont ask me for money. Rhetorical Questions to Express a Bad Mood Rhetorical questions are often used to express a bad mood, even depression. For example: Why should I try to get that job? - MEANING: Ill never get that job!Whats the point in trying? - MEANING: Im depressed and I dont want to make an effort.Where did I go wrong? - MEANING: I dont understand why Im having so many difficulties lately. Negative Yes/No Rhetorical Questions to Point to a Positive Negative rhetorical questions are used to suggest that a situation is actually positive. Here are some examples: Havent you had enough awards this year? - MEANING: Youve won a lot of awards. Congratulations!Didnt I help you on your last exam?  - MEANING: I helped you on your last exam.Wont he be excited to see you? - MEANING: He will be very excited to see you. Hopefully this short guide to rhetorical questions has answered any questions you may have on how and why we use them. There are other types such as question tags to confirm information and indirect questions to be more polite.

Business Ethics Essay Example | Topics and Well Written Essays - 500 words - 6

Business Ethics - Essay Example The article, â€Å"Yours, Mine or Ours?† by Lisa Bertagnoli throws light on a disadvantageous aspect of this sharing of technological equipments, by narrating a little incident, before she goes on to talk about one of the topics gaining fast reputation---Business Ethics and its subsidiary, Intellectual Property Rights. She addresses this new practice, as a â€Å"new way of working†. Employees bring in their personal commodities and gadgets, to workplaces, while some others use company equipments for personal usage. These occurrences has been creating chaos when an employees is shown the door or resigns from job, since one does not know, whether he has been using his own equipment or the company’s, as it is very difficult to track down such minor problems, when there are numerous employees involved. This new practice has led to many chaotic occurrences, as when an employee leaves a workplace, he might carry away some of the internal business communication and information, in his personal equipment, thus exposing certain confidential matters. Sensitive information and secrecy are destroyed, since the employee in question could share the information with competitive ventures or sue it for his own benefits. This is termed as the abuse of Intellectual Property and in an workplace where thousands of employees work in tandem, it is extremely difficult to pin point a particular person. Thus, this article relates to problems involved in protecting Intellectual Properties and privacy issues of a company. The main ethical problem, dealt with in this business ethics related article, is that of Intellectual Property and the Rights in its fold. One

English Legal Skills and System Coursework Example | Topics and Well Written Essays - 2500 words

English Legal Skills and System - Coursework Example The flats were substantially completed. This implies that this was less than completion. This means that none of the eight flats was completed and, therefore, no further payment was due. 5. To dismiss the subsidiary argument by the defendant’s counsel, Glidewell LJ applies the authority in relation to a case of Hoenig v. Isaacs [1952] 2 All E.R. 176. In this case, the complainant’s work was to decorate and furnish the defendant’s house for 750 pounds payable as work proceeded and balanced on completion. Plaintiff received 400 pounds and the defendant moved into the house on bases that there were some defects. Some defects were found however, the work was substantially completed. The court ruled that the plaintiff was eligible to be paid the outstanding balance minus the cost of making defected goods or omissions. 6. Russell LJ agrees with the Glidewell LJ’s dismissal of the subsidiary argument since it relates to the defendant’s submission that the complainant deserved the  £10,300 because of the eight houses none had been completed. He agrees with the judge’s findings that there has been the considerable completion and a small amount should be deducted to cover for incomplete and defective items. 7. For the benefit of law to his client, the defendant’s lawyer to support his position argues the complainant was promising to do more than what the subcontract specifies. That is to continue with carpentry work and do it within the stipulated time. He applies the authority based on the principle of law which dates back to a decision made in Stilk v. Myrick. 8. a) According to Glidewell LJ, the doctrine of promissory estoppel cannot be relied upon because the doctrine provides a scenario where a person to a whom a promise is made can seek additional payments for services which he is bound to offer under the existing contract or by promise. He states

Mexican immigration into USA Assignment Example | Topics and Well Written Essays - 1000 words

Mexican immigration into USA - Assignment Example Currently, a significant portion of the American population is either Mexican or Mexican American following constant immigration of the Mexican citizens into the Unites states of America. Most of the immigrants have found a safe haven in the US after receiving a warm welcome by the American citizens (Borjas 8). However, public opinion in the US has judged some illegal immigrants harshly, many of whom Mexico is their native country. This has been especially so for illegal immigrants. Recent census suggests that over 12 million Mexican emigrants reside in the US, indigenous Mexicans excluded. Nevertheless, the current Mexican immigration rate in the US is near zero as more Mexicans leave the US than those that come in. Although this trend has ensued due to a number of factors, there are notable differences between current and past Mexican immigrants into the US. In the 19th century over 300,000 Mexican citizens settled in the US following the grisly Mexican American war that ended with a treaty in the year 1848. This incident saw many Mexican citizens migrate from the war Zones to safer places (Borjas 16). This immigration however, extended unrestrictedly into the late 20th century. Back then, most of the Mexican citizens who immigrated into the US Came looking for employment in the construction industry like the railway line. This service was especially important for the American labor market so the Mexicans easily crossed the border into the USA (Borjas 20). A k ey dissimilarity is that today, some Mexican citizens through the US green card lottery. This was the case in 2011 where the US government granted over 140,000 Mexican citizens the green card to live and work in the US.... How popular sentiment in the 20th century affected Mexican immigration into the US Prior to World War II, Mexicans freely crossed the border to become laborers for American citizens as the Europeans faced restrictions of immigrating into the US (Borjas 89). From the 19th century to mid-20th century, the US experienced an influx of Mexican immigrants, a factor that was biting into their economy and affecting their wellbeing. After encountering the effects of the World War II and the return of American citizens that had immigrated into Europe and other countries, some of the American nativists and anti-immigration activists felt that the number of immigrants was too high (Borjas 108). This was especially so as far as the Mexican immigrants were concerned. Most of the Mexican immigrants had now started to naturalize, an issue that the American nativists blamed for their lack of employment and increased economic hardships. According to Borjas, many sentimentalists piled pressure on the U S government to review the immigration laws and take the necessary step in repatriating unwarranted Mexican immigrants back to their country (Borjas 112). This idea was a conceptualization that anchored its reasoning on the fact that, if all illegal non-Americans went back to their country, the financial difficulties in the US at the time would vaporize. This move led to the Congress passing a number of bills that would see the suspension of any immigration act into the US and possible repatriation of non-American citizens perceived to be experiencing financial difficulties (Borjas 117). Although some would have termed the move as being undemocratic and discriminatory, it produced some positive results as

Articel summary Essay Example | Topics and Well Written Essays - 250 words

Articel summary - Essay Example However, the article discusses other apartment buildings were tap water was not safe for drinking; and even washing. In my opinion, one apartment building cannot speak for the entire country. In order to reach a conclusive finding, the government officials should have taken into consideration 10 buildings. There are many instances where tap water in Korea has been found to be unsafe for drinking. This shows that there is a problem with tap water in Korea. Also taking another angle in perspective, we can say that the problem does not lie with the management of water in Korea. The water board is effectively managing the water because if an old building in Korea receives safe water, then the entire country receives safe water because water is coming from the same reservoir. It is within the apartment building that the problem is occurring. This study is the beginning and can form the basis for more studies in the field. A positive beginning has been recorded. Only when more research is conducted, can solutions be derived. Thus, this article records a positive step in the right direction. We can expec t improvements in the future with respect to this

Art analysis paper Case Study Example | Topics and Well Written Essays - 250 words

Art analysis paper - Case Study Example It is a brisk, magnificent, enchanting, puzzling, uplifted painting, appealing for my inner emotions, my grief and sorrow and my mind. I have also another allusion. The front pillar reminds me of Christmas and the New Year. The space around it is empty. That means that the modern families experience too much problems, because of their work overload and forgetting about their family traditions. This central pillar is an allegory for a lonesome business woman, who is beautiful and decorated and buys what she wants, but there is nobody around her except huge neon lights, splashes of colors and a lonesome road. I am found of such type of paintings. They make me think about those things, which are of the secondary importance for me in my daily life or I do not have too much time or desire to think about these issues. Such concepts as modernity, womanhood, loneliness, individuality occur to me once I look at the painting. I am sure that this is an allegory for the perverted ideals of the modernity, where carrying packages is better than children, holding your hands†¦Where there is no Christmas tree, but jus monstrous artificially amusing neon lights along the freeway leading from nowhere to

Design project Research Proposal Example | Topics and Well Written Essays - 750 words

Design project - Research Proposal Example Particles of liquids push strengths of fascination on one another. In fluids this is solid enough to keep the mass together yet not solid enough to keep it inflexible. In gasses these strengths are exceptionally feeble and cant hold the mass together. At the point when any material is distorted sideways by a (shear) energy acting in the same bearing, a shear stress Ï„ is created between the layers and a relating shear strain is delivered. Shear strain is characterized as takes after. The rate of shear strain is characterized as takes after. It is observed that liquids, for example, water, oil area air, act in such a way, to the point that the shear push between layers is specifically corresponding to the rate of shear strain It is the consistent in this equation that we know as the element consistency of the liquid. Before running a project, verify that the BioTek Washer show does not read "UNDER EXTERNAL CONTROL." If it does, VWorks will solidify when you run the system and you will need to end the application from the Microsoft Windows

The product Pepsi Cola Essay Example | Topics and Well Written Essays - 1000 words

The product Pepsi Cola - Essay Example The advertisement was a well thought of product promotion strategy. Management was preparing for a great start. It is fit and proper to discuss first on the short historical background of how Pepsi came to be – its founder and short origin, and how it got its name, up to the present time where it has survived through the times and has taken a new name and role in the beverage business. Pepsi Cola was first invented or introduced by Caleb Bradham in the late 1800s or early 1900s in his pharmacy. The term â€Å"Pepsi† comes from pepsin, an enzyme which aids digestion and was also a popular ingredient in early soft drinks, while the term Cola was based on the African kola nut or caffeine. Pepsi Cola then tasted pretty close to the already popular â€Å"Coca-Cola†, although Caleb’s drink, Pepsi Cola, didn’t contain either the kola nut or any caffeine. (Soda Museum) The term â€Å"Pepsi† is an indicator. One of Pepsi-Cola’s earliest known a dvertisement is found in Feb. 25th, 1903 New Bern Daily Journal, which says that â€Å"It aids digestion.† This is because of the pepsin content. Another newspaper ad produced in 1908 said: â€Å"Pepsi-Cola is an absolutely pure combination of pepsin – that’s what your stomach needs these days – acid phosphate and the juices of fresh fruits.† (Soda Museum) The promotional kick-off must be effective because at the start Caleb was selling 2,008 gallons of Pepsi-Cola syrup, and by 1904 he was selling 19,848 gallons a year, the same year he started bottling Pepsi Cola. A year later, he also began selling Pepsi-Cola Bottling franchises, and by 1910 he had 280 bottling franchises and covered at least 24 states. By 1907, he was selling over 100,000 gallons of syrup a year, and in 1915 Pepsi-Cola Corporation had assets of over $1,000,000. (History of Pepsi-Cola.) Judging by the flow of events in the early years of Pepsi, the product and the accompanying ad vertisement proved effective.  

Personal Educational Platform Essay Example | Topics and Well Written Essays - 750 words

Personal Educational Platform - Essay Example Encourage interns to address the problems of socially excluded segment in the culturally diverse society in the current times of rapid globalization. Education empowers children. It also equips children with social and academic skills that widen their understanding of people and environment (Kurland et al., 2010). Moreover, education is intrinsically linked to the advancement of the society and helps children to contribute constructively to the development of the nation. Mentorship is important as it helps inculcates honesty, integrity and being ethical and knowledgeable. It also encourages trust in the mentee and belief in their competencies and values. Furthermore, mentors empower their mentees with knowledge and necessary skills in the area of education so as to become responsible citizen and constructive worker of society. Honesty, integrity, ethical considerations and sense of equity were vital attributes of educational leaders that influence the development of children positively. Better understanding of cross-cultural values helped me to impart education to diverse group of students that promoted social equity. It also revealed the importance of being able to connect with children and develop their interests in the studies. I have strong communication skills. It can be exploited in my teaching profession to build bonds with students and influence their academic achievements. It can be especially useful in education of children who are excluded like drug addicts, teenaged pregnant girl students etc. I have low understanding of cross-cultural values. In the contemporary multicultural society, cultural understanding is vital for teachers as it equips them to exploit cultural competencies of the students. Most importantly, enhancing cultural understanding promotes mutual respect and trust between students and interns for effective learning. School culture is important as it promotes equity across students coming from

Racism in todays High school Essay Example | Topics and Well Written Essays - 2000 words

Racism in todays High school - Essay Example Schools in the United States have been accused for propagating racist activities and practicing favoritism against minority tribes. Studies in schools across the country have showed increased racism today as compared to the times of Martin Luther King Junior, the human rights activist. Non-whites have been subjected to unequal treatment in ‘dropout factory’ high schools across the country in which most of them end up not graduating due to the poor learning education and ineffective teachers. Most of these students do not prepare for life after high school as the environment is non-convincing and the teachers do not encourage them to pursue their education beyond high school level. In this paper, racism in today’s high schools in the United States will be discussed, highlighting the challenges that non-white students’ face and how the system has done little to increase educational equality (Resmovits, 2014). Though the approaches used in the 50s to depict the minority as inferior in schools have changed, newer approaches have emerged in schools and these have continued to build racial animosity among students. According to a report released by the United States department of education, racism in high schools has advanced and minority students are finding it hard to graduate in time. Today, discrimination varies from the form punishment used on students, qualification of the teachers assigned to the minority communities and the use of IQ tests as a way of showing capability. The US department of education showed that black students and those from the minority Spanish Americans receive more severe punishment as compared to their white counterparts. This stems from the notion that has depicted the blacks as more prone to violence and with less ability to understand unless punished. Veteran teachers in school have more experience and are best placed to address the challenges

Discuss fully the principle of Acquisitions Management. What is most Research Paper

Discuss fully the principle of Acquisitions Management. What is most important What do you think will become more important ove - Research Paper Example Combining the activities of material management does not merely represent a linear chain of one-on-one business relationships, but a web of multiple business networks and relationships [Min, Zhou 2002 qtd. in Sliwczynski, 2012 The main principle of acquisition management is to make strategic purchases or sourcing that is based on a reasonable set of criteria. While these criteria may vary from industry to industry, good acquisition management always require the decision to purchase or acquire to be as sound as possible (Leenders et al., 2006). Sound criteria behind a good purchase decision ranges from favorable negotiated price, good quality of sourced materials and certainty of its availability and price in the future. What is most important? The principles of Acquisition Management are continually reshaping as business and the economic landscape of which it operates continuously change. The primary principle of Acquisition Management as a mere operational function to obtain the nec essary resources to make the products or render the services of a company is already inadequate with the new economic landscape. Thus, the principle of acquisition management as a mere procurement tool has now evolved as a strategic tool which is now the most important principle in the new economic landscape of business. It is no longer enough that business organizations acquire the necessary economic resources for the operation of the company and ensure its availability. Rather, the quality, cost and timeliness of materials that will be acquired should also enhance the company’s competitive advantage. The process of acquiring resources itself should bring about strategic competitiveness to the business organization which when combined with the materials procured, will reduce not only the cost associated with acquisition but also the reduction of price of its materials inventory at a quality that is consistent with the company’s commitment to its customers. While the d ynamics of the economic landscape of which Acquisition Management is applied, principles of acquiring resources at a lower price, better quality and availability will not change regardless of the changing modalities which acquisition is processed. What do you think will become more important over the next two decades? Integration of electronic procurement in Acquisition Management One of the major changes in Acquisition Management is the enhancement of its role in business organization from a mere operational tool to acquire the economic resources necessary for business to operate and to process its products and services. Acquisition Management is now a strategic implement of business organizations to edge out competitors and ensure its viability on a long term. Acquisition Management’s typical role to merely procure resources (material, process and manpower) for the organization as a mere operational function is now being used to leverage as a company’s competitive ad vantage and as a risk management strategy. Procurement or Acquisition Management is now being used as a competitive advantage not only in terms of getting the necessary resources for the operation of the business either to create product or services but also as a strategy to enhance the comp

The product Pepsi Cola Essay Example | Topics and Well Written Essays - 1000 words

The product Pepsi Cola - Essay Example The advertisement was a well thought of product promotion strategy. Management was preparing for a great start. It is fit and proper to discuss first on the short historical background of how Pepsi came to be – its founder and short origin, and how it got its name, up to the present time where it has survived through the times and has taken a new name and role in the beverage business. Pepsi Cola was first invented or introduced by Caleb Bradham in the late 1800s or early 1900s in his pharmacy. The term â€Å"Pepsi† comes from pepsin, an enzyme which aids digestion and was also a popular ingredient in early soft drinks, while the term Cola was based on the African kola nut or caffeine. Pepsi Cola then tasted pretty close to the already popular â€Å"Coca-Cola†, although Caleb’s drink, Pepsi Cola, didn’t contain either the kola nut or any caffeine. (Soda Museum) The term â€Å"Pepsi† is an indicator. One of Pepsi-Cola’s earliest known a dvertisement is found in Feb. 25th, 1903 New Bern Daily Journal, which says that â€Å"It aids digestion.† This is because of the pepsin content. Another newspaper ad produced in 1908 said: â€Å"Pepsi-Cola is an absolutely pure combination of pepsin – that’s what your stomach needs these days – acid phosphate and the juices of fresh fruits.† (Soda Museum) The promotional kick-off must be effective because at the start Caleb was selling 2,008 gallons of Pepsi-Cola syrup, and by 1904 he was selling 19,848 gallons a year, the same year he started bottling Pepsi Cola. A year later, he also began selling Pepsi-Cola Bottling franchises, and by 1910 he had 280 bottling franchises and covered at least 24 states. By 1907, he was selling over 100,000 gallons of syrup a year, and in 1915 Pepsi-Cola Corporation had assets of over $1,000,000. (History of Pepsi-Cola.) Judging by the flow of events in the early years of Pepsi, the product and the accompanying ad vertisement proved effective.  

Personal Educational Platform Essay Example | Topics and Well Written Essays - 750 words

Personal Educational Platform - Essay Example Encourage interns to address the problems of socially excluded segment in the culturally diverse society in the current times of rapid globalization. Education empowers children. It also equips children with social and academic skills that widen their understanding of people and environment (Kurland et al., 2010). Moreover, education is intrinsically linked to the advancement of the society and helps children to contribute constructively to the development of the nation. Mentorship is important as it helps inculcates honesty, integrity and being ethical and knowledgeable. It also encourages trust in the mentee and belief in their competencies and values. Furthermore, mentors empower their mentees with knowledge and necessary skills in the area of education so as to become responsible citizen and constructive worker of society. Honesty, integrity, ethical considerations and sense of equity were vital attributes of educational leaders that influence the development of children positively. Better understanding of cross-cultural values helped me to impart education to diverse group of students that promoted social equity. It also revealed the importance of being able to connect with children and develop their interests in the studies. I have strong communication skills. It can be exploited in my teaching profession to build bonds with students and influence their academic achievements. It can be especially useful in education of children who are excluded like drug addicts, teenaged pregnant girl students etc. I have low understanding of cross-cultural values. In the contemporary multicultural society, cultural understanding is vital for teachers as it equips them to exploit cultural competencies of the students. Most importantly, enhancing cultural understanding promotes mutual respect and trust between students and interns for effective learning. School culture is important as it promotes equity across students coming from

National Economic Policy (macroeconomic) Essay Example | Topics and Well Written Essays - 1250 words

National Economic Policy (macroeconomic) - Essay Example The volatility in the spending of the consumers can be influenced by the volatility in terms of trade. After the middle of 1980s Australia has been subjected to less volatile terms of trade. The terms of trade is correlated with economic growth. The terms of trade rises when the economy is experiencing growth while the terms of trade takes the declining curve when there is no such progress in the economy. Question a The terms of trade consists of two prime components namely the world prices of the exports and imports and the goods variety that are offered to the consumers. Australia has been regarded as the country that has the potential to affect the global pries of the goods. The recent developments within the geographic boundary of the country can influence the terms of trade. Australia is net exporter of coal and therefore the rise in the global prices of coal compared to with that of other ICT goods will impact to raise the terms of trade. The terms of trade shares close correla tion with the prevailing exchange rates of the economy. The financial crisis in 1990s led to reduction of the nominal exchange rate. The regional influences can play a part in volatility of the import prices while the prices of exports are influenced only by change in global prices. In short period of time the imports prices fall more rapidly than export prices. The unstable productivity growth in either in tradable or in non tradable commodities sector contributed in boosting the exchange rate. The sectors of finance and insurance and some other sectors experienced rapid productivity growth after the decade of 1980s. The second factor that can be accounted for is the strengthening of the U.S. dollar which was driven by the inflows of capital. The exchange rate therefore remained lower than the fundamental levels in the short time span. The less volatility in terms of trade played a part in keeping the economic growth more or less at the stable state as well as contributed in mainta ining the rate of inflation at lower levels. The terms of trade followed the upward rising curve after 2000 (Department of Foreign Affairs and Trade, 2011). Australia turned away from relative price impulsive properties towards more predictable exports of goods over the last fifteen years. The country now involves itself in export of wider range of rural goods. Vegetables, dairy products constitute the other varieties of exports and exports of such commodities have risen in due course of time. Question b The factors that have the potential to influence the terms of trade are as follows: The global demand fluctuations The commodity market shock Globalization shock The first shock and the second shock play their part in driving the prices for exports while the third shock raises the total productivity of output and at the same time reduces the import prices. The terms of trade line gets shifted as the exchange rate offer surplus to the external shocks. The demand shock will influence the inflation to rise up but the impact is expected to be felt only in the short period of time as the rates of interests are high enough and the real exchange rates appreciates. The IS and the LM curve forms the Mundell-Fleming model. The GDP of any economy is the sum of consumption, investment, government expenditure and net exports. The net exports are the difference between imports and exports. The LM curve uses the following

Devils Advocate Essay Example | Topics and Well Written Essays - 500 words

Devils Advocate - Essay Example The main theme for a consumer would be to relate the attainment of highest self-esteem standards by the use of the product. This zeros in on whether the same is applied on the image. For instance, consumers may shy off from an advert in which the model has a low self-esteem of herself if modesty is not appropriately applied. Second, by Coca Cola using beautiful ladies in advertising their products, the main aspects that emerge are those of a company highly considerate of selling quality. That is why they select on the best. Consequently, size matters a lot in the body image put on adverts, as the products would in most cases be associated with good health and prosperity if used by the consumer (Lin 40). Finally, attainment of good body standards by the women is usually perceived as a key determinant in the sale of items as good looks usually creates the impression and illusion that the associated products are also of good quality. Hence, most people have always bought items just because the company used good body images of high quality to market the products and have the models appear as having good body standards. However, in the negative side, the use of body standards in advertising as has been used by Coca Cola may have diverse negative effects on the society with regard to how the company is perceived. One main way by which the adverts have greatly affected consumers in the negative perspective is to have them appear and feel insecure about their own bodies. As such, most women tend to copy the bodily image shown in a bid to appear as them but, instead they end up being emancipated. Negative body standard of the image arises when the society is made to believe that they can only be good looking by enjoying certain products or appearing as the models whose images are on the products. Currently, the society in which we live in is too obsessed by the appearances, weight