Free Essays on Slang

while... Free Essays on Slang Free Essays on Slang Slanguage The English language is always adding new words for societal, technical or creative reasons. Slang spans the globe; college students, truckers, even politicians are using it. Each state, or country for that matter, seems to have its own slanguage. Slang is more than just a person, place, or thing; it is a progression, like communication in general. While the social accumulation of new words, more commonly known as slang, leads some to believe it corrupts the English language, most feel it is crucial to the enriching, simplifying, and continual change of the American English language. Communication through phone, email, or in person has been enriched by the use of slang making conversation and writing much easier to understand (Hussaini). When getting down to the crux of the matter, slang is used all the time by college students in conversations between classes, on C.B.’s connecting truckers in 18-wheelers, in rap songs sung by the most well-known of rappers, and last but definitely not least, in e-mail writing. In an article by Arif Hussaini he mentions that men and women of great importance use slang openly and it becomes very difficult to make a distinction between literary or slang terms (Hussaini). â€Å"If you want to praise something,† he says, â€Å"you may use either of the words hot or cool. You may call a deep-freezer hot and a room heater cool – both words stand in slang for good and attractive. If you are really impressed, add the word way to either. You may say: ‘that is cool, way cool, man.’ Or, you may call it ‘groovy (Hussaini).’† Many times while enjoying the company of friends and family â€Å"even the most finicky about the use of slang would run the hardest to grab some one else’s loose buck (Hussaini).† He gives the example, â€Å"On a visit to America, an old British lady, wary of slang words, asked her American-born granddaughter: ‘Promise me that you will not use two words while...

Timeline of Greek and Roman Philosophers

Timeline of Greek and Roman Philosophers What was the first cause of our existence? What is real? What is the purpose of our lives? Questions like these have become the basis of the study known as philosophy. While these questions were addressed in ancient times through religion, the process of logically and methodically thinking through lifes big questions did not begin until about the 7th century BCE. As different groups of philosophers worked together, they developed schools or approaches to philosophy. These schools described the origins and purpose of existence in very different ways. Individual philosophers within each school had their own particular ideas. The Pre-Socratic philosophers are the earliest of the philosophers. Their concern was not so much with the topics of ethics and knowledge that modern people associate with philosophy, but concepts we might associate with physics.  Empedocles and Anaxagoras are counted as Pluralists, who believed there is more than one basic element from which everything is composed. Leucippus and Democritus are Atomists. More or less following the Pre-Socratics came the trio of Socrates-Plato-Aristotle, the schools of the Cynics, Skeptics, Stoics, and Epicureans. The Milesian School: 7th-6th Centuries BCE Miletus was an ancient Greek Ionian city-state on the western coast of Asia Minor in today’s Turkey. The Milesian School consisted of Thales, Anaximander, and Anaximenes (all from Miletus). The three are sometimes described as materialists, because they believed that all things derived from a single material. Thales (636-546 BCE): Thales was certainly a real historical individual, but very little evidence remains of his work or writing. He believed that the first cause of all things was water, and may have written two treatises entitled On the Solstice and On the Equinox, focusing on his astronomical observation. He may also have developed several significant mathematical theorems. It is likely that his work strongly influenced Aristotle and Plato.Anaximander (c.611-c.547 BCE): Unlike Thales, his mentor, Anaximander actually wrote materials can be credited to his name. Like Thales, he believed that just one material was the source of all thingsbut Anaximander called that one thing the boundless or infinite. His ideas may well have strongly influenced Plato.Anaximenes (d. c. 502 BCE): Anaximenes may well have been a student of Anaximander. Like the other two Milesians, Anaximenes believed that a single substance was the source of all things. His choice for that substance was the air. Accor ding to Anaximenes, when the air becomes finer, it becomes fire, when it is condensed, it becomes first wind, then cloud, then water, then earth, then stone. The Eleatic School: 6th and 5th centuries BCE Xenophanes, Parmenides, and Zeno of Elea were members of the Eleatic School (named for its location in Elea, a Greek colony in southern Italy). They rejected the idea of many gods and questioned the idea that there is one reality. Xenophanes of Colophon (c. 570-480 BCE): Xenophanes rejected the anthropomorphic deities and considered there to be one incorporeal god. Xenophanes may have asserted that men may have beliefs, but they dont have certain knowledge.Parmenides of Elea (c. 515-c. 445 BCE): Parmenides believed that nothing comes into being because everything must derive from something that already exists.Zeno of Elea, (c. 490-c. 430 BCE): Zeno of Elea (in southern Italy) was known for his intriguing puzzles and paradoxes. Pre-Socratic and Socratic Philosophers of the 6th and 5th Centuries BCE Anaxagoras of Clazomenae(c. 499-c. 428)Greek philosopherProtagoras(480-411)Greek philosopher SophistSocrates(c. 469-399)Greek philosopherPlato(c. 427-347)Greek philosopherDiogenes of Sinope(412-323)Greek philosopher Philosophers of the 4th Century BCE Aristotle(384-322)Greek philosopherEpicurus(341-271)Greek philosopherEuclid(c. 325-265)Greek mathematicianAristarchos(c. 310-250)Greek astronomer Philosophers of the 3rd Century BCE Chrysippus(c. 280-207)Hellenistic philosopherEratosthenes(276-194)Hellenistic astronomer Philosophers of the 2nd Century BCE Panaetius(c. 185-110)Stoic and Neo-Platonic PhilosopherLucretius(c. 98-55)Roman poet and Epicurean philosopher Philosophers of the 1st Century CE Epictetus(50 - 138)Roman philosopherMarcus Aurelius(121-180)Roman emperor and philosopher Philosophers of the 3rd Century CE Plotinus(c. 204-270)Greco-roman philosopher Philosophers of the 4th Century CE Hypatia of Alexandria(c. 370-415)Alexandrian philosopher Philosophers of the 4th Century CE Boethius(480-525)Philosopher and Christian martyr who was called the last of the Romans.

Human Rights Act Essay Example | Topics and Well Written Essays - 1500 words - 1

Human Rights Act - Essay Example The omission of the right to an effective remedy for violations of Convention rights (Article 13 ECHR) from the list of Convention rights which the Act made part of municipal law militated against the development of innovative remedies. So did the careful preservation of the principle of the legislative sovereignty of the Queen in Parliament, making it impossible to strike down primary legislation which is held to be incompatible with a Convention right. (The remedial regime would be much enhanced if the EU Charter of Fundamental Rights becomes legally enforceable through the implementation of the EU Constitution: parliamentary legislation which is incompatible with the Charter rights would then be ineffective to the extent of the incompatibility). Under section 4 of the Human Rights Act 1998, the higher courts can make a declaration of incompatibility, but that does not affect the validity or effectiveness of the incompatible legislation. Thirdly, on the other hand, the political pr ocess has proved to be responsive to the injection of human rights standards. The Act carefully preserved parliamentary sovereignty in the sense that courts are unable to misapply or strike down legislation on the ground of an incompatibility with a Convention right under the Act. ... This means that the ultimate interpretative principle does not now turn on the literal meaning or objective purpose of the legislative text but on the effect which will be best calculated to secure compatibility with Convention rights, subject to the constraint of the 'possibility' of a reading or effect in the light of the legislative text. There are important questions as to the point at which a reading or effectuation of legislation that is legitimate for a decision-maker in his or her institutional position in the state shades into illegitimate legislative action. However, subject to this it is clear that the literal reading of legislation, the intention of the legislature, and the mischief which the legislation was designed to address no longer offer a final answer to questions as to the meaning and application of legislation. To some extent this restricts the practical ability of Parliament to give effect to legislative purposes, at least in so far as the mode of expression leads to a result that is incompatible with Convention rights. Unlike the duty under section 3 of the Act, the power of one of the higher courts under section 4 to make a declaration of incompatibility in relation to legislation does not formally limit the capacity of the Queen in Parliament to give effect to Her legislative goals or the means by which Her Majesty can do so. However, a declaration under section 4 has some odd characteristics in the perspective of accepted constitutional principles. The Queen in Parliament has authorized judges to declare that parliamentary legislation is in some sense wrongful by reference to the objective, legal standards set by Convention rights. Admittedly

1.Identify 10-15 food crops that originated in the Old World (Africa, Essay

1.Identify 10-15 food crops that originated in the Old World (Africa, Asia and Europe) and the New World (the Americas) - Essay Example Each of these groups of food crops originating from the separate worlds has an impact on the modern global food system. Rice is considered one of the most significant and main sources of food for more than three billion individuals in the world today. In the modern world, rice cultivation has contributed to poverty eradication in many parts of the world, enhanced food security, and also contributed to a lot of developments. In other worlds, rice cultivation has enable people from all corners of the world to access enough food to sustain their lives (419). As fruits, pineapples have a lot of health benefits. Including them in the diet means that an individual is benefiting from a balanced diet and hence certain illnesses associated with poor diets are eliminated. Pineapples are either sold fresh or are used to make fresh fruit juice. Fresh juice has a lot of health benefits. Cultivation of pineapples is also a source of revenue or capital to a lot of people in the world. People are also able to purchase pineapples and its products locally instead of importing. In doing so, revenue is maintained locally and hence farmers are able to expand and sustain their farming

Blood Diamond Essay Example for Free

Blood Diamond Essay The realization that there is always something bad mixed with good hit her like a tornado as she watched the movie Blood Diamond. Unconsciously she fingered the stone on her finger and wished she had not worn it. She had to blink back the tears stinging her eyes as she saw children being put to work at alluvial mines, and other workers being amputated and killed for sport. I almost choked with guilt when I remembered how I had gaily remarked, ‘Diamonds are forever,’ when my friend showed me the diamond ring her boyfriend had gotten her. We were not giggling anymore when we saw a World Vision quote†¦ ‘amputation is forever. ’ On seeing the movie, we decided that we had to do something about the conflict diamond issue. We felt so bad about not getting information concerning the origin off the diamond my friend wore, we would never know for sure whether it was a conflict diamond or not. Blood diamond and conflict diamonds are more or less synonymous terms. The UN defines a conflict diamond as a â€Å"diamond whose origin is an area which is controlled by forces that are opposed to legitimate and internationally recognized governments. The diamonds are used to finance military action to oppose the government of the day or to contravene the decisions of security council (UN,www. un. org/peace/Africa/Diamond html) Most of these diamonds have their origin in Africa with countries like Sierra leone, Liberia, Angola and DR Congo being among those most affected. Though diamonds are mined in Liberia, it offers more of a marketing and ‘supporting point’ role for the Blood Diamond trade. Civil wars in Ivory Coast, Sierra Leone are funded with diamonds that have been smuggled into Liberia which are later sold and the cash is used to purchase ammunition, guns and other weapons. Liberia has imposed some violence of its own lasting 8 years killing around 200,000and displaying thousands more (Stop Blood Diamond Organization, 2007). Reports by Amnesty International and Global Witness show that there are areas in Liberia where diamond are still mined and traded which are controlled by rebels. Worse, these have been report of links between the infamous alqaida and Liberia (Amnesty USA,2007). The 9/11 attacks have been linked to funds and weapons associated with the diamond mines of Sierra Leone. The diamonds are usually mined by civilians who are used as slaves after being caught as prisoners. The civilians, children included, work in poor conditions and are punished brutally for the slightest error. Killing for sport and amputation are regular occurrences. (Stop Blood Diamonds Organization, 2007). Some of the abducted children eventually become child soldiers. John Lahia, a 15 year old child soldier was among the victims of the war that has led to starvation, disease and war wounds for many refugees. He was wounded by an exploding rocket-propelled geradeand died of a tetanus infection, far away from medical aid that would have otherwise saved his life. The Revolutionary United Front(RUF) medics left him lying in a backwater hospital with his wounds taped for lack of better medical means to treat him. This too will be the likely fate of other combatants and all this because of the greed for diamond (Campbell,2007). A sure way to eradicate conflict diamond is to end conflict areas. Peacekeeping that aims at apprehension and removal of rebels without violation of human rights of civilians can be used to achieve this. Inernational agencies need to focus on ending hostilities so diamond production can return to the hands of the government; this will enable the countries in question to benefit from rather than be torn apart by their diamond mines. In 1999, the UN deployed a mission to deal with the problem of conflict diamonds. The Kimberly cerrtification scheme requires provision of a certificate of origin for diamonds. The aim is to cut off flow of diamonds from illegitimate sources. This process however has several shortcomings. The certificates can be forged, many diamonds can be smuggled into a dean country and even when certificates are real the officials may have been bribed. This is a reality especially because in most of the war torn countries poverty and suffering are rife. Most people will only be too glad to line their pockets with the bribes offered. Sensitizing the American Public on issues to do with conflict diamonds is another strategy. This has already began especially in the entertainment industry with such movies as Dicaprios Blood Dianond and James Bond Die another Day and Kanye West’s song, ‘Diamond are Forever’. Further flooding of the public with more information through as many avenues as possible will ensure that people are aware of the origin and human terror and suffering that comes with some diamonds. This will in turn create a low market for the diamonds, slowing down the flux of diamonds into the country. In the present situation, supply of diamond and human suffering in the country of origin have a direct correlation, decreasing supply from illegitimate sources will consequently lead to a decrease in suffering of the Africa children and civilians affected. US contributes 70%of the worlds diamond trade making it a leading customer of diamond. (VOA News, 2007). The US therefore has a role in spearheading the fight against conflict diamond. The government should insist on strengthening the Kimberley process and the Clean Diamond Trade Act. By providing more forceful support, technical aid and financial aid. African countries can be assisted to develop the Kimbeley process such that its effect is felt by the corrupt officials and rebels overseeing mining of blood diamond. The Government Accountability office has had several proposal which include spot checks of diamond companies and tracking of rough diamonds inside and outside the country of origin. (Globalwitness, 2007). These need application and immediate application. Regular checking of the progress of US wagh diamond trade statistics Is an important evaluation tool for the effect of blood diamond and assessment of how the problem is being combated. Though my friend and I are not sure of the origins of the diamond she wears on her finger we are more knowledgeable about conflict diamonds. As a result our circle of friends also know more and now most of our college is no longer ignorant about the issue. Through our campaigns we encourage people to ask about the origin of the diaomonds they are just about to buy. This means that as a nation we are thinking about and doing something in consideration of the people whose lives have been lost in the diamond trade. REFERENCES Amnesty USA Conflict Diamond retrived from www. amnestyusa. org/new/doc/diamonds-survey-text. pdf Campbell G. Blood Diamonds, Amnesty Magazine retrieved from www. amnestyusa. org/amnestynw/diamond s. html Conflict Diamond retrieved from Www. un. org/peace/Africa/Diamond. html Globalwitness, Combating conflict Diamonds,retrieved Sep 1 2007 from http://www. globalwitness. orga/pages/en/conflictdiamonds. html Stop Blood Diamond Organization, Stop Blood Diamond, conflict Diamond in Africa retrieved from www. stopblooddiamonds. org/children-of-Africa. asp VOA News US cogress Tackle Blood Diamond trade retrieved sep 1, 2007 from www. voanews. can/english/archive/2002-02/a-2002-02-4-2-us. cfm. World vision, Stop the Trade in Blood Diamond, retrieved sep 1 2007 from Worldvision. org/worldvision/stable/globalissues-conflictdiamond.

Elements of Childhood in Platos Lysis :: essays research papers

Childhood in the Ancient world was viewed in somewhat of a different light then in the post Greco-Roman world of Europe circa the Medieval age. For this very reason the attitude, language, and style of the writings that are found from the Ancient world must be considered in the context of their time period. Classical Greek writers like Plato comprised extensive works detailing their own teachings through plays or epic poems. Plato commonly would write plays in which his teacher, the famous philosopher Socrates, would commence in extensive dialogue and debate with several other characters. As a student of Socrates, Plato viewed his teacher as a great man who’s teachings were worthy of documentation and most of the present-day knowledge of Socrates’ works are through the writings of Plato. In addition to the philosophical merits of these works, they are also of great importance because they provide the reader with a first-hand look at the attitudes of the Ancient Greeks towards such things as the ancient idea of Childhood.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Lysis,† written by Plato in approximately 380 BCE (the exact year is unknown) is an in depth look, through the teachings of Socrates, at the nature of friendship, desire, usefulness and personal identity. This work is relevant to our course about childhood because the characters in the dialogue that Socrates is speaking with are youths. Socrates reveals through his teachings many of the ancient attitudes towards different aspects of â€Å"childhood.† It is quite apparent that this outlook on children more closely resembles the later ideas of the Renaissance, rather than those found in Medieval history. Due to the obsession with knowledge and learning found in both the Classical and Renaissance eras, those who partook in the learning, the youth of society, held a much higher standing in society than the children of the plague-ridden society of the 14th and early 15th century. This specific work by Plato is particularly interesting and relevant because in the text Socrates talks about childhood in great extent and he seems to have a great appreciation for the young men in Greek society. Socrates also employs a much different style of teaching than that is found in later Judeo-Christian society of Europe. Plato describes this method with great admiration as he writes, â€Å"Socrates maintains his character of a 'know nothing;' but the boys have already learned the lesson which he is unable to teach them, and they are free from the conceit of knowledge.

Effect Size and Classroom Management Essay

Teachers play various roles in a typical classroom, but surely one of the most important is that of classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm. In these situations, both teachers and students suffer. Teachers struggle to teach, and students most likely learn much less than they should. In contrast, well-managed classrooms provide an environment in which teaching and learning can flourish. But a well-managed classroom doesn’t just appear out of nowhere. It takes a good deal of effort to create—and the person who is most responsible for creating it is the teacher. We live in an era when research tells us that the teacher is probably the single most important factor affecting student achievement—at least the single most important factor that we can do much about. To illustrate, as a result of their study involving some 60,000 students, S. Paul Wright, Sandra Horn, and William Sanders (1997) note the following: The results of this study will document that the most important factor affecting student learning is the teacher. In addition, the results show wide variation in effectiveness among teachers. The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor. Effective teachers appear to be effective with students of all achievement levels regardless of the levels of heterogeneity in their classes. If the teacher is ineffective, students under that teacher’s tutelage will achieve inadequate progress academically, regardless of how similar or different they are regarding their academic achievement. p. 63) [emphasis in original] Researcher Kati Haycock (1998) uses the findings of this study and others conducted by William Sanders and his colleagues (e. g. , Sanders & Horn, 1994) to paint a dramatic picture of the profound impact an individual teacher can have on student achievement. The point is illustrated in Figure 1. 1, which depicts the differences in achievement between students who spend a year in class with a highly effective teacher as opposed to a highly ineffective teacher. According to Figure 1. 1, tudents in the classes of teachers classified as the most effective can be expected to gain about 52 percentile points in their achievement over a year’s time. Students in the classes of teachers classified as least effective can be expected to gain only about 14 percentile points over a year’s time. This comparison is even more dramatic when one realizes that some researchers have estimated that students will exhibit a gain in learning of about 6 percentile points simply from maturation—from growing one year older and gleaning new knowledge and information through everyday life (see Hattie, 1992; Cahen & Davis, 1987). The least effective teachers, then, add little to the development of students’ knowledge and skill beyond what would be expected from simply growing one year older in our complex, information-rich society. Figure 1. 1. Impact of Teacher Effectiveness on Student Achievement Sanders and his colleagues, who gathered their data from elementary school students in Tennessee, are not the only ones to document dramatic differences in achievement between students in classes taught by highly ineffective versus highly effective teachers. Haycock (1998) reports similar findings from studies conducted in Dallas and Boston. I have come to similar conclusions in my work, although I have taken a very different approach from that used in the studies that form the basis for Haycock’s conclusions. Whereas the studies conducted in Tennessee, Dallas, and Boston were based on data acquired from students over time, I used a research process called meta-analysis to synthesize the research on effective schools over the last 35 years (see Marzano, 2000a, 2003b). That approach enabled me to separate the effect on student achievement of a school (in general) from the effect of an individual teacher. Figure 1. 2 illustrates my findings. Figure 1. 2. Effects of a School vs. a Teacher on Student Entering at 50th Percentile To understand the impact that a teacher can make, let’s consider each of the five scenarios in Figure 1. 2. (For a detailed discussion of how the computations in Figure 1. 2 were derived, see Marzano, 2000a. ) As depicted in Figure 1. 2, if a student begins at the 50th percentile in mathematics, let’s say, and attends an average school and has an average teacher, her achievement will still be at the 50th percentile at the end of about two years. The student has learned enough to keep pace with her peers. But what happens to that student if she attends a school that is considered one of the least effective and is unfortunate enough to have a teacher who is classified as one of the least effective? After two years she has dropped from the 50th percentile to the 3rd percentile. She may have learned something about mathematics, but that learning is so sporadic and unorganized that she has lost considerable ground in a short time. In the third scenario, the same student is in a school classified as most effective, but she has a teacher classified as least effective. Although the student entered the class at the 50th percentile, two years later she leaves the class at the 37th percentile. In contrast to the two previous scenarios, the fourth presents a very optimistic picture. The student is not only in a school classified as most effective, but also is in the class of a teacher classified as most effective. She enters the class at the 50th percentile, but she leaves at the 96th percentile. The fifth scenario most dramatically depicts the impact of an individual teacher. Again, the student is in a school that is considered least effective, but she is with a teacher classified as most effective. The student now leaves the class at the 63rd percentile—13 percentile points higher than the point at which she entered. It is this last scenario that truly depicts the importance of individual teachers. Even if the school they work in is highly ineffective, individual teachers can produce powerful gains in student learning. Although the effect the classroom teacher can have on student achievement is clear, the dynamics of how a teacher produces such an effect are not simple. Rather, the effective teacher performs many functions. These functions can be organized into three major roles: (1) making wise choices about the most effective instructional strategies to employ, (2) designing classroom curriculum to facilitate student learning, and (3) making effective use of classroom management techniques. The first role deals with instructional strategies and their use. Effective teachers have a wide array of instructional strategies at their disposal. They are skilled in the use of cooperative learning and graphic organizers; they know how best to use homework and how to use questions and advance organizers, and so on. Additionally, they know when these strategies should be used with specific students and specific content. Although cooperative learning might be highly effective in one lesson, a different approach might be better in another lesson. Some general strategies that have a good research â€Å"track record† in terms of enhancing student achievement have been detailed in Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement (Marzano, Pickering, & Pollock, 2001). The second role associated with effective teaching is classroom curriculum design. This means that effective teachers are skilled at identifying and articulating the proper sequence and pacing of their content. Rather than relying totally on the scope and sequence provided by the district or the textbook, they consider the needs of their students collectively and individually and then determine the content that requires emphasis and the most appropriate sequencing and presentation of that content. They are also highly skilled at constructing and arranging learning activities that present new knowledge in different formats (e. g. stories, explanations, demonstrations) and different media (e. g. , oral presentations, written presentations, video presentations, Web-based presentations, simulations, hands-on activities). The third role involved in effective teaching is classroom management. This, of course, is the subject of this book. The following chapters detail and exemplify the various components of effective classroom management. Before delving into classroom man agement, however, it is important to note that each of these three roles is a necessary but not sufficient component of effective teaching. That is, no single role by itself is sufficient to guarantee student learning, but take one out of the mix and you probably guarantee that students will have difficulty learning. Nevertheless, a strong case can be made that effective instructional strategies and good classroom curriculum design are built on the foundation of effective classroom management. As Long and Frye (1985) note in their book, Making It Till Friday: A Guide to Successful Classroom Management, it is a myth to believe that . . . ffective teachers can prevent all discipline problems by keeping students interested in learning through the use of exciting classroom materials and activities. The potential for problems exists beyond academics. Students experience difficulties at home which spill over into the classroom; students experience problems with peers during class breaks and in the classroom which often involve the teacher; and students experience mood changes which can generate problems, to name just a few. (pp. 3–4) Similarly, in their ynthesis of the research, Edmund Emmer, Julie Sanford, Barbara Clements, and Jeanne Martin (1982) note that At all public school grade levels, effective classroom management has been recognized as a crucial element in effective teaching. If a teacher cannot obtain students’ cooperation and involve them in instructional activities, it is unlikely that effective teaching will take place †¦ In addition, poor management wastes class time, reduces students’ time on task and detracts from the quality of the learning environment.

Economics †Puerto Rico Essay

In this paper will identify, describe and production costs of the Company San Juan Cell Phones compares. In turn, the potential risks are identified in making management decisions. In addition, will analyze and assess what are the best ways to prevent negative consequences for the company. The term cost refers to the amount or representing a product or service according to investment in material, labor; training and time that you need to develop it. As you can see, the term is characteristic and central to economics as it is the point at which any part of trade or economic relationship between two parties. The cost is to be paid by those who want to receive a product or service to have it in his possession or under his control. Today, the cost of a product or service is expressed in most situations in terms of money or capital (which may itself vary currency according to the region or area in which the exchange takes place). However, in antiquity and long, humanity carried on their t rade and economic exchanges through the delivery of other items such as spices. The cost of the products is then provided to the equivalent cost for a given quantity of spice. Economic Costs According to McConnell & Brue (2008), Economic costs include all payments that must be received by resource owners to ensure a continued supply of needed resources to a particular line of production. Economic costs include explicit costs, which flow to resources owned and supplied by others, and implicit costs, which are payments for the use of self-owned and self-employed resources. One implicit cost is a normal profit to the entrepreneur. Economic profit occurs when total revenue exceeds total cost (= explicit costs + implicit costs, including a normal profit).  Differentiate between short-run costs and long run depending on use of whether variable or fixed productive factors. In Short-run costs: have fixed and variable inputs. Therefore, variable and fixed costs will be. Within the short-run costs are: Total Cost is the market value of all inputs used to produce a product. It has 2 components: fixed and variable costs: (1) is determined and unchanging value that is independent o f production volume, are those costs always exist e.g. rent, electricity, etc. (2) A Variable cost is a cost that is incurred depending on the volume of production, human cost (work) and commodities. (3) The marginal cost is the change experienced by the total cost when an additional unit increases production. Grows in contrast to the marginal productivity sense, if it grows, the marginal cost decreases. In Long-run costs: there are only variable costs. In the long run, firms have no fixed costs are all variables that the factors of production are thus the total cost, which is equal to the variable costs. The curves in the long-run costs, they say to each output, with the lowest cost that can be obtained, assuming all inputs vary. The curve means short-run costs will be tangent to the long-run average costs. The total long-run cost is equal to all the variable costs of the company. Some of the reasons why the average total cost curve to be increasing, stable or declining: (1) the means and long-run marginal costs, like a â€Å"u† because it produces income production. (2) When yields are constant output grows proportional / the increase factor, and average costs are constant. (3) When yields are rising, the long-term costs decrease. (4) When yields decrease long-term costs are rising. (5) Normally the company began taking increasing returns but as the situation is complicated diminishing appear. Overall yields are mixed. San Juan Cell Phone Scenario This scenario presented the actual dilemma of company San Juan Cell Phone in Puerto Rico. In this scenario the production manager need to analyze the potential risks, consequences positive or negative and possible solutions; of accepting the order of 100,000 units of cell phone of the company â€Å"Big Box† and accept or reject the external production of the cell by outsourcing, an external company called â€Å"Original Equipment Manufacturer†. In order to make a recommendation on what would be the best alternative for this scenario and to provide a solution that does not affect the company,  analysis and recommendations will be divided into phases. In the first phase will analyze the unit profitability report of San Juan Cell Phones, which is found in Table 1 in the statistical appendix of this document. This table shows that the company San Juan Cell Phones has a price per unit for the Alpha model for $ 20, of which the variable costs per unit are $8, fixed overhead s per unit are $ 9 and a profit per unit of $ 3. The company â€Å"Big Box† will not pay more than $ 15 per cell phone; which implies a loss of $ 5 dollars per unit price for San Juan Cell Phone. If we analyze the loss from the perspective of the total cost of production, San Juan Cell Phones would have a total loss of production of $200,000, even without adding that there was no profit from this production. This loss would lead to other serious problems to company profitability, which will be difficult to replenish in the short term because the equilibrium price in the market is $15. Therefore can notice an excess supply. San Juan Cell Phones must make a comprehensive analysis of their variable and fixed costs and trying to lower them to compete with the market price and maintain profitability. On the other hand, evaluating the offer that provides OEM to San Juan Cell Phones, where the price of production per unit is $14; we can see that San Juan Cell Phones could meet the production requested by Big Box and in turn obtain a profit of $100,000. This in turn allowing you to San Juan Cell Phone keeps the market equilibrium price of $ 15. Where the company can lower the current price per unit and maintain its excess demand in the market and maintain profitability. As part of this analysis shows that the grant to the outsourcing manufacturing, with the penalty would take to keep all their employees working and running the factory capacity. And therefore their bonus, which is based on the overall profitability of the company, is affected. Recommendations of best alternative solution In the second phase of this analysis will make the recommendations to follow to meet the expectations required by Bib Box, without loss of profitability, and to meet the value established by the company. Below the suggested recommendations: (1) Is to secure the order of 100,000 phones required by Bib Box. (2) Establish agreements with OEM outsourcing. In this agreement the Alpha prototype model and the quality of the prototype will be established, also limit the time of delivery and the amount of production is  settled. In turn, the price of $ 14 per unit, which is not negotiable, is settled. (3) Establish a plan for reengineering the organization structure, technology and the human factor in the production line of Alpha models as initial phase of the process. At a later stage the reengineering organization to another production line would be extended. Observe the appendix A: Guide for Strategic Planning and Organizational Reengineering. These recommendations are aimed to the San Juan Cell Phones company, can get the desired order to maintain profitability. In addition to be able to maintain its equilibrium price in the market, you can keep your excess demand, increase their volume of production and profits. In addition meet its corporate values ​​to provide its customers with high quality and exceed the expectations of them. Conclusion In the scenario presented the administrative task being viewed uncertain and challenging, as a number without variables, change and transformation is affecting it. It’s time for San Juan Cell Phones, perform an analysis of their strengths and limitations of your environment and make a formulation of strategic alternatives. This analysis will take the company to be more efficient and effective in meeting the needs of its consumers, taking into consideration an adaptability, a proactive character and flexibility to embrace change, in turn have a better interaction with new technologies and positive changes in the values ​​of corporate society attitude. Reference McConnell, C. R. & Brue, S. L. (2008). Economics: Principles, problems, and policies (17th ed.). Boston, MA: McGraw Hill/Irwin. Pugel, T. A. (2007). International economics (13th ed.). Boston, MA: McGraw Hill/Irwin. University of Phoenix. (2014). Student Resources. Retrieve from https://newclassroom3.phoenix.edu/Classroom/#/contextid/OSIRIS:46311129/context/co/view/activityDetails/activity/d547f818-bc95-4e40-b161-61f94462bdb7/expanded/False Statistical Appendix

1 War, 1 Country, 1 Billion Dollars

1 War, 1 Country, 1 Billion Dollars Free Online Research Papers Time and time again, war has ravaged our planet, leaving lasting impressions on the minds of the soldiers who fought those wars. And time and time again, history has been strewn with the tales of soldiers and families who suffered through those wars. But, of course, there are people who want to write a new history, and want to live in a future where war is a thing of the past, a forgotten relic among the tales of heroes and truths of monarchies that we call history. These people, more often than not, are frowned upon because their ideas are outlandish, at best. But then, isn’t it obvious that these people, these freedom fighters, are right in every sense? I guess we’ll leave that question to human nature. Human nature tells us that we have to be on top of the food chain, that we have to risk life and limb to become the one all-powerful being. So of course humans tend to scowl at one another for the way the other thinks, for they themselves think of themselves as preaching the one truth, while every other person’s words are lies that come as easily to their mouths as hunger to our stomachs. But often enough the one who is wrong will deny the truth, destroy the truth, and smear the truth with lies, so that their lie looks more legit. I call these people â€Å"Politicians†, or â€Å"Lawyers†, and the speakers of truth and rightfulness â€Å"Hippies†. There is in this world on time when I can come to an understanding with the â€Å"Hippies†. This time is called war, and more specifically the Vietnam War. This is a war where we gained absolutely nothing in a time of poor judgment, poorer leaders, 1 good leader, and death. But before I go on, I must ask this of you: Why is it that our great country, the home of the free, tends to kill off everything good, or wise, or useful that becomes a part of this country? America’s involvement in Vietnam began in 1950, during the French Indochina War. At the time, France was trying to re-colonize Vietnam after World War II. America, in an attempt to strengthen its ties with France, and also to stop the spread of communism, sent massive economic and military support. America had pumped nearly one billion dollars into Vietnam, helping the French take Vietnam back fro Ho Chi Minh. Ironically, the U.S. had supported Ho Chi Minh during World War II, when he was trying to resist Japanese rule. Now the U.S. viewed him as a communist aggressor, and their enemy. Even with the large amount of U.S. aide, France could not retake Vietnam. The French were forced to surrender in May 1954 when the French outpost Dien Bien Phu, located in southern Vietnam, was raided by the Vietminh. From May through July, major world leaders met with the Vietminh and South Vietnams nationalists to create a peace agreement. The Geneva Accords divided Vietnam along the 17th parallel. Ho Chi Minh, with the communists, controlled the north from their capitol at Hanoi. The anticommunist nationalists controlled the south at Saigon. An election to unify the country was called for in 1956. When the Vietnam War erupted from the middle of Indochina, an era of violence sprang from the midst of the dead, and fueled what we know today as the Counterculture. Hence the Hippies. This Counterculture was based on how unjust the war was, and somehow managed to transcend from war to drugs. I don’t know either. But the hippies were basing all there biased self-reassuring nonsense on the war, and it was this war that brought upon the world drugs. Sort of. And even though the hippies are doing it only because their loved ones are vanishing in the dense jungle of Vietnam, there are many more reasons for such an attack on the War effort. Though no one could have predicted the outcome of such a war, this war would later end in a stale-mate, with both sides losing roughly 1-3 million soldiers each. Many government officials may have said, and in all probability still do say, that even though we lost many good, young men in the war, the Vietnam War was essential to the fight against communism, as it blocked the on-coming wave of communism to south Vietnam. This is a load of bull. We got absolutely nowhere. If we managed to gain some ground in North Vietnam, the Vietcong would take it right back and gain some ground on South Vietnam. Eventually north and south Vietnam settled on a truce at the 17th parallel. Exactly the same spot where we started. And they say it was a good thing. During the whole affair, The U.S. military sent approximately 3.4 million teens to fight in Vietnam. Roughly 6 million Vietnamese fought with NV. 2 million of those Vietnamese were killed, 4 million were wounded. The average age of a soldier in Vietnam was nineteen. American casualties in Vietnam range from 56,500 – 58,500. 365,000 Americans were wounded in Vietnam, 14,000 of them seriously. 2.1 million Veterans were able to return to civilian life without trouble. Many soldiers came home with deep emotional scars; they would have nightmares, or flashbacks that forced upon them a battle they thought was still thriving. Others come back addicted to costly drugs that destroyed their lives. Some of the wounds commonly seen on war veterans were missing limbs due to anti-personnel mines, burned skin from napalm bombs, gunshot wounds or shrapnel wounds. Some seventy-five hundred female nurses spent 24 hour days nursing these wounded men. In Vietnam, approximately 10 million Vietnam citizens, mostly civilians, lost their homes in the war. Five million acres of forest were ruined by roughly eighteen million gallons of chemical poisons, like Agent Orange, Purple, and Pink. If you can say all this was justified because we stopped the spread of communism, you’re on drugs. Minorities during the Vietnam War made up about forty-sixty five percent of the PFC’s (Private First Class) in the U.S. Army. The Air Force and Navy Marines did not accept minorities due to racial discrimination. When Martin Luther King Jr. was assassinated, the black soldier population revolted against their superiors. Racial incidents became increasingly more common in the military. When the Counterculture reached Vietnam, African American soldiers started to put their hair in the afro-style hairdo and smoke a lot of pot. On May 9th, 1970 Kent state students gathered in protest of U.S. involvement in the Vietnam War. The National Guard was drilling in a compound near the campus. The protestors began to throw rocks at the Guard, yelling such things as â€Å"get off our campus†. The protest broke into a full on riot, and the National Guard used tear gas to break it up. When the tear gas seemed to have no effect on the students, the Guard opened fire upon the protestors. Four students died that day, and nine others were wounded. If a war can allow students to be killed for a simple action given to them by the constitution, then why do we even have the constitution? America’s fear of communism fueled the war effort, bringing in young men to enlist in the army so they can say they stopped communism. This fear was brought on by the Communist domino effect: If one government fell to the will of communism, then others will most certainly follow. When North Vietnam became communist, the U.S. sent nearly ten to four hundred million dollars a year to South Vietnam to fight the communists. Military advisers were sent to help the Vietnamese army destroy the Vietcong. But however much we wanted to help South Vietnam, President Eisenhower would not send troops into Vietnam. ‘â€Å"If we were to put one combat soldier into Indo China, then our entire prestige would be at stake, not only in that area but around the world.† He added, â€Å"I don’t see any reason for American ground troops to be committed to Indo China†Ã¢â‚¬â„¢. (McCormick, 18) Even with the help of the military advisers, it was obvious that the communists were winning the war. More and more advisers were sent to help SV. By the time Eisenhower left office in 1961, 675 American military advisers were assigned to help the South Vietnamese government in the war. And why did all this happen? Well, most Americans at the time thought that the war was caused by the spreading fear of communism. But on the other hand, the Vietnamese thought it was Ngo Dinh Diem’s harsh and corrupt government. But whatever the reason, what has been done cannot be undone, and that’s a fact. McCormick, Anita Louise. The Vietnam Antiwar Movement in American History. Enslow Publishers. January 2000 Research Papers on 1 War, 1 Country, 1 Billion DollarsAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaHonest Iagos Truth through Deception19 Century Society: A Deeply Divided EraThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This NiceCapital PunishmentMarketing of Lifeboy Soap A Unilever ProductGenetic Engineering

Reinhard Heydrich, Nazi Who Planned the Holocaust

Reinhard Heydrich, Nazi Who Planned the Holocaust Reinhard Heydrich was the high-ranking Nazi official in charge of planning Hitlers Final Solution, which established the framework for the extermination of six million Jews in Europe. His role in the genocide earned him the title of Reich Protector, but to the outside world he became known as Hitlers Hangman. Czech assassins trained by British intelligence agents attacked Heydrich in 1942 and he died from his wounds. However, his ambitious plans for genocide had already been put into action. Fast Facts: Reinhard Heydrich Full Name: Reinhard Tristan Eugen HeydrichBorn: March 7, 1904, in Halle, GermanyDied: June 4, 1942, in Prague, Czech RepublicParents: Richard Bruno Heycrich and Elisabeth Anna Maria Amalia KrantzSpouse: Lina von OstenKnown For: Mastermind behind Hitlers Final Solution. Convened the January 1942 Wannsee Conference that coordinated plans for mass murder. Early Life Heydrich was born in 1904 in Halle, Saxony (in present day Germany), a town known for its university and strong cultural heritage. His father sang opera and worked at a music conservatory. Heydrich grew up playing the violin and developed a deep appreciation of chamber music, an odd contrast to the villainous brutality for which he would become known. Too young to serve in World War I, Heydrich was commissioned as a German naval officer in the 1920s. His career was scandalously ended when a military court found him guilty of dishonorable behavior toward a young woman in 1931. Discharged into civilian life at a time of massive unemployment in Germany, Heydrich used family connections to seek a job with the Nazi Party. Though Heydrich had been skeptical of the Nazi movement, looking down on Adolph Hitler and his followers as little more than street thugs, he sought an interview with Heinrich Himmler. Heydrich inflated his experience in the German military, leading Himmler to believe he had been an intelligence officer. Himmler, who had never served in the military, was impressed by Heydrich and hired him. Heydrich was tasked with the creation of the Nazis intelligence service. His operation, run at first from a small office with one typewriter, would ultimately grow into a vast enterprise. Rise in the Nazi Hierarchy Heydrich rose quickly in the Nazi ranks. At one point, an old rumor about his family background- that he had Jewish ancestors- surfaced and threatened to end his career. He convinced Hitler and Himmler the rumors about a supposed Jewish grandparent were false. When the Nazis took control of Germany in early 1933, Himmler and Heydrich were put in charge of arresting those who opposed them. A pattern developed of detaining so many political enemies that prisons couldnt hold them. An abandoned munitions plant at Dachau, in Bavaria, was converted to a concentration camp to house them. The mass imprisonment of political enemies was not a secret. In July 1933 a reporter for The New York Times was given a tour of Dachau, which the Nazi administrators referred to as an educational camp for about 2,000 political opponents. Prisoners worked brutally long hours at Dachau, and were released when they were deemed demoralized and accepting of Nazi ideology. The camp system was considered successful, and Heydrich expanded it and opened other concentration camps. In 1934, Himmler and Heydrich began making moves to eliminate Ernst Rohm, the head of the Nazi stormtroopers, who was viewed as a threat to Hitlers power. Heydrich became one of the leaders of a bloody purge, which became known as The Night of the Long Knives. Rohm was murdered, and scores of other Nazis, perhaps as many as 200, were killed. Following the purge, Himmler made Heydrich the head of a centralized police force that combined the Nazi Gestapo with the police detective forces. Throughout the late 1930s Heydrich ruled a vast police network with spies and informers strategically placed throughout German society. Ultimately, every police officer in Germany became part of Heydrichs organization. Organized Persecution As the persecution of Jews in Germany accelerated during the 1930s, Heydrich assumed a major role in organized antisemitism. In November 1938 he was involved in Kristallnacht, the Night of Broken Glass, in which his Gestapo and SS arrested 30,000 Jewish men and interned them in concentration camps. When Germany invaded Poland in 1939, Heydrich was instrumental in rounding up Polish Jews. His police units would enter a town after the military and order the local Jewish population to assemble. In typical actions, the Jews would be marched out of town, forced to line up beside recently dug ditches, and shot dead. The bodies were thrown into the ditches and bulldozed over. The gruesome procedure was repeated in town after town across Poland. In June 1941, Heydrichs evil planning was put to devastating use when Nazi Germany invaded the Soviet Union. He assigned specialized troops- the Einsatzgruppen- the specific task of killing Jews and Soviet officials. Heydrich believed that Soviet Jews were the backbone of the communist state, and he sought the murder of any and all Jews in Russia. Herman Goering, operating as Hitlers second in command, assigned Heydrich the task of formulating a plan to deal with all European Jews. With forced deportation off the table, Heydrich concocted ambitious plans for mass murder. Wannsee Conference On January 20, 1942, Heydrich convened a conference of high-ranking Nazi officials at a luxurious villa along Lake Wannsee, a resort in the Berlin suburbs. The purpose of the gathering was for Heydrich to detail his plan for various components of the Nazi state to work together to accomplish the Final Solution, the elimination of all Jews in Europe. Hitler had authorized the project, and attendees were informed of that by Heydrich. There has been debate over the years about the importance of the Wannsee Conference. Mass killings of Jews had already begun, and some concentration camps were already being used as death factories by the beginning of 1942. The conference was not necessary to begin the Final Solution, but it is believed that Heydrich wanted to ensure that both Nazi leaders and key people in the civil government understood their role in the Final Solution and would participate as ordered. The pace of killing accelerated in early 1942, and it seems Heydrich, at the Wannsee Conference, had succeeded in removing any impediments to his plans for mass murder. Hitler saluting coffin of Reinhard Heydrich. Getty Images   Assassination and Reprisals In the spring of 1942, Heydrich was feeling powerful. He was becoming known as the Reich Protector. To the outside press he was termed Hitlers Hangman. After setting up his headquarters in Prague, Czechoslovakia, he oversaw the pacification of the Czech population with typically brutal tactics. Heydrichs arrogance was his downfall. He took to riding about in an open touring car without a military escort. The Czech resistance noted this habit, and in May 1942 resistance commandos trained by the British secret service parachuted into Czechoslovakia. The team of assassins attacked Heydrichs car as he traveled to the airport outside Prague on May 27, 1942. They succeeded in rolling hand grenades under the vehicle as it passed. Heydrich was severely wounded with fragments of the grenades in his spine and died on June 4, 1942. Heydrichs death became international news. The Nazi leadership in Berlin reacted by staging a massive funeral attended by Hitler and other Nazi leaders. The Nazis retaliated by attacking Czech civilians. In the village of Lidice, which was located near the ambush site, all the men and boys were killed. The village itself was leveled with explosives, and the Nazis removed the name of the village from future maps. Newspapers in the outside world documented the reprisal killings of civilians, which the Nazis helped publicize. Hundreds of civilians were murdered in the revenge attacks, which may have dissuaded Allied intelligence services from assassination attempts on other high-ranking Nazis. Reinhard Heydrich was dead, but he provided the world with a grim legacy. His plans for the Final Solution were carried out. The outcome of World War II prevented his ultimate goal, the elimination of all European Jews, but more than six million Jews would eventually be killed in the Nazi death camps. Sources: Brigham, Daniel T. Heydrich Is Dead; Czech Toll At 178. New York Times, 5 June 1942, page 1.Reinhard Heydrich. Encyclopedia of World Biography, 2nd ed., vol. 20, Gale, 2004, pp. 176-178. Gale Virtual Reference Library.Reshef, Yehuda, and Michael Berenbaum. Heydrich, Reinhard Tristan °. Encyclopaedia Judaica, edited by Michael Berenbaum and Fred Skolnik, 2nd ed., vol. 9, Macmillan Reference USA, 2007, pp. 84-85. Gale Virtual Reference Library.Wannsee Conference. Europe Since 1914: Encyclopedia of the Age of War and Reconstruction, edited by John Merriman and Jay Winter, vol. 5, Charles Scribners Sons, 2006, pp. 2670-2671. Gale Virtual Reference Library.

Risk & Risk Managment in ERP Systems of Microsoft dynamics GP Essay

Risk & Risk Managment in ERP Systems of Microsoft dynamics GP - Essay Example The system is beneficial to an organization because it performs a wide range of activities (Sumner, 2000). However, application and implementation of the enterprise resource planning system face various risks in organizations. Therefore, proper management of risk is vital for effective use and implementation of the ERP management system. Risk management is essential for the identification of possible risks that may affect the ERP system, strategic planning for activities with few risks and efficient mitigation of risks. The risk management process comprises of several phases as highlighted by Aloini et al. (2007). These stages include context analysis, identification of possible risks, risk analysis, risk evaluation, treatment of risk and communication and consultancy. According to Sumner (2000), there are various predominant risk factors that face organizations during the implementation and execution of activities using the enterprise resource planning system. Major risk factors identified during implementation of the ERP system include skill mix, software system design, management strategy and structure, organizational fit, user training and involvement, social commitment, project management and technology planning. Findings from research carried out on risk factors present in ERP systems reveal that organizations face several risks. The first risk factor identified is failure to redesign effectively or restructure business processes to fit the ERP software. Project managers in the organization apply their experience to avoid customization. Failure to customize of restructuring various business processes in the organization results in a conflict between the ERP system and the company. Consequently, the project executed may collapse and fail to achieve its objective. Secondly, organizations face a risk factor of having insufficient reskilling and

Race & Racism Essay Example | Topics and Well Written Essays - 750 words

Race & Racism - Essay Example Racism defines the power of a particular group to eliminate other minorities in various ways. It does not have to rely on physical distinctions though, because it can be in the form of distinguishing the culture and behavior of a certain group. Social and political areas of the society can contribute to the idea of racism as they stand for the general population. Racism affects not only the people who are responsible enough to handle such discriminations but also the children or the young generations (Coombs, 1994; Semchison, 2007). The young generation is corrupted as to how the government used them in order to control the indigenous people. Commonly, skin color determines the opportunity for a child from schools, jobs and even in marriage (Smith, 2003). Discrimination among the aboriginal Australians have been a feature of its history. Stealing the generation is just one of the marks of racism in Australia; racism also includes segregating the aborigines and forced them to work for a mission. This scenario largely impacted the health of the aborigines. Their lives have been put into an unvarying threat and losing their lands created more tension. Relocating can be treated as the main reason why the aborigines have developed health problems because of the frustrations and other deprivation they have encountered. They have been put into a violent discipline where they were restricted to take advantage of what belongs to them at first (Semchison, 2007). A concrete example of deprivation is that, funds for healthcare are not adequate to respond to the needs of the people. Moving into the urban life made it difficult for the aboriginal people to deal with their health problems because they cannot, for a fact, afford the medications. Mostly, people are being dominated by those of power because of their poverty. Results are reflected through the poor health, substance abuse, unemployment, violence against women, deprivation on