Chadwick Inc Essay Essays

Chadwick Inc Essay Essays Chadwick Inc Essay Essay Chadwick Inc Essay Essay The concern schemes that are included in the balanced scorecard for Norwalk Division are: maximizing return on all development disbursement. fulfilling client demands. and the development of employee accomplishments. The scheme that is non embraced in the balanced scorecard is the 1 in respect to driving direction duty to the lowest degree. This scheme was non included because there needs to be a balance in duty through the administration. Employee marks and inducements are closely linked to the public presentation of the division ; more duty given to staff at lower degrees could increase the possibility of directors puting schemes for their ain benefit and division. This could take to disagreements between organizational ends and the ends set by direction for a specific division. New steps that need to be developed and included in the balanced scorecard are return on research capital. merchandise profitableness. merchandise development clip. figure of merchandises under development. and figure of employees take parting in preparation plans. The steps developed demand to be straight related to the aim and have the ability to supply feedback for that peculiar country. ( B ) A Balanced Scorecard developed for the administration will differ to one that is specifically developed for a certain division in an administration. The aims of an administration as a whole are marginally different to the aims that are set for a division or section. Organisational aims which are statements that articulate what the administration hopes to carry through will include all of the aims across the different divisions of the company ; where as divisional aims are aimed explicitly at that division. This may ensue in different steps used in the scorecards to measure public presentation associating to the specific aim. For illustration. Chadwick Inc. operates in many concerns including personal consumer merchandises and pharmaceuticals. The administrations overall aim is to bring forth high quality merchandises and acquire them to the market faster at lower costs. For its portion. the Norwalk Pharmaceutical Divisions aim is to increase the output of new merchandises and to cut down the clip and costs of the merchandise development rhythm. This divisional nonsubjective becomes a portion of the company’s current aims and is the aim that is focused on when developing the divisional scorecard. The divisional balanced scorecard was decided by the president of Chadwick Inc. to be developed in a manner ‘that was right for the division’ . This decentralized decision-making and authorization attack may make struggle between divisional scorecards and those of the corporation. This attack to developing a divisional scorecard may give rise to negative effects. Directors may concentrate excessively narrowly on their ain units public presentation and schemes instead than achieving the overall administrations ends. It could besides take to incompatibilities at the organizational degree. The advantages of decentralization outweigh its restrictions and should be adopted in the administration. However. to get the better of the struggle of disagreement between organizational and divisional scorecards. top direction demands to let for decentralization merely to a certain extent and guarantee that each division is being aware and taking into consideration the overall organizational aim. ( degree Celsius ) The concern scheme of a company or division is used to exemplify how all the single activities are coordinated to accomplish a coveted consequence. Developing a scheme is critical as it is used to put the overall way of the concern. The concern scheme for Norwalk was developed by one person and within a few proceedingss. For optimum consequences and clear way. a scheme should be developed over a longer clip period and the balanced scorecard should non be created until all the participants involved have a clear apprehension and vision of the concern. From the beginning of the undertaking it could be said Greenfield was non committed to the development of the balanced scorecard for the Norwalk division. He did non believe how dedicated Chadwick Inc. was to the construct. Any Balanced Scorecard undertaking will neglect if it is seen as merely another â€Å"management fad† . It needs sponsorship through active communicating – communicating that explains why the administration needs the Balanced Scorecard and how it will profit both the division and persons. During the procedure there was besides a deficiency of committedness from all the members. it took them several hebdomads before meeting and focussing on the undertaking. The clip spent developing a balanced scorecard is of import. if it is rushed it could take to negative effects when it is implemented. The divisions of Chadwick were advised that merely difficult informations ( fiscal information ) is to be used in the balanced scorecard. Financial information entirely merely provides short-run schemes ; non-financial informations offers a closer nexus to long-run organizational schemes. Therefore by embracing merely fiscal informations the balanced scorecard will supply merely a short-run step to measure the division’s public presentation.

What Is the Common Core A Straightforward Guide

What Is the Common Core A Straightforward Guide SAT / ACT Prep Online Guides and Tips Have you heard about the Common Core? Are you asking, "what is the Common Core, exactly?" Don't worry. This post will explain what the Common Core is, why it was adopted, and how it could affect you as a student. Why should you care? The Common Core has driven some pretty major changes to big-name standardized tests like the SAT and ACT, as well as curriculum changes within schools. So read on to discover what you’re being tested on and why! Common Core 101 In this section, I'll explain what the Common Core is, why it was implemented, and what some common opinions about it are. Later, I'll discuss how the Common Core could affect your high school classes and standardized testing. Why Does Common Core Exist? Who Uses It? The Common Core is a set of educational standards for American schools, from kindergarten through 12th grade. It was designed so that education is consistent between each state and district. The first official adoptions of the Common Core were back in 2010, which means it has only been implemented during the 2013-14 school year and beyond. Since it has only been used the past two years, it’s hard to say how effective it’s been so far. It will take a few more years of Common Core before we have a decent sense of how useful it's been. It’s currently been adopted or partially adopted by 40 states. Four states never adopted the standards, and six initially adopted them but later repealed the standards. Or to put it another way, every state except Alaska, Indiana, Michigan, Missouri, Nebraska, New Jersey, Oklahoma, South Carolina, Texas and Virginia has adopted the standards. (Minnesota has adopted the English standards but not the Math ones). In the 44 states that have adopted the standards, school districts still design their own curriculums, and teachers create their own methods for instruction. In other words, the Common Core is not a day-by-day curriculum teachers have to follow – instead, it’s easiest to think of it as a series of basic benchmarks for each grade. So what exactly are these benchmarks? What do the Common Core Standards Do, Exactly? The Common Core sets specific learning goals for students in each grade from Kindergarten through 12th grade in two subjects: Math and English. Broadly speaking, the standards emphasize critical thinking and real-world problem-solving skills as opposed to rote memorization, reading obscure texts, and packing in tons of math concepts each year. The English standards rely on a mix of literary, historical, and informational texts – everything from Huck Finn to the Declaration of Independence to scientific articles. The Math standards focus on problem-solving and modeling as opposed to just moving through dozens of math concepts. You can expect to see more complex problems, including story problems, in math classes that are following the Common Core. We'll dig into the high school Common Core standards in depth later in this post. The Pros and Cons of Common Core There has been a lot of debate over the Common Core since it was first adopted by many states in 2010. We’ll leave it up to you to decide if the Common Core is a good thing or not, but these are the basic arguments for and against the standards. Supporters of the Common Core say the standards will better prepare students for college and their careers. By focusing on having students explain their thinking and come up with new ways to solve problems, they hope to help students be better college students and moreeffective workers. One high-profile supporter is current US Secretary of Education Arne Duncan, who said Common Core may be "the single greatest thing to happen to public education in America since Brown versus Board of Education." Current US Secretary of Education Arne Duncan is a big fan of the Common Core. Critics say the standards are vague and might not be easy for many schools to adopt. Some believethey won’t lead to a marked improvement in school performance, especially since they come with harder state testing. Others are worried that the standards weren’t tested before they were adopted, so there is no way to know how’ll useful they’ll be. If you want to read more, one of the most thorough arguments against Common Core comes from Diane Ravitch, an education historian and former U.S. Assistant Secretary of Education. How Common Core Could Affect Your High School Classes Common Core was designed specifically for Math and English, so those are the classes where you can expect to see the biggest changes as a high school student. While your social studies, history, and science classes may incorporate some Common Core-like elements (more open-ended questions, problem solving, and real-world applications), it’s likely that your Math and English teachers will be responsible for the biggest curriculum changes. This article focuses on the high school Common Core standards, so if you want to see a guide to the Common Core at all grade levels, K-8, check out this guide put out by the national PTA. Common Core Math Experts have mostly agreed that in the past, American math classes have tried to cover too much ground each year. This means students know a little bit about many topics,but don’t have a solid understanding of the main ideas that would help them in more advanced math classes. In response to this issue, the Common Core math standards tackle fewer topics in more depth. The goal is for students' math fluency (their ability to perform basic math functions and work through problems) to be strengthened. You'll still spend time memorizing and practicing formulas and working through math problems, like you're probably used to doing in math class. But you’ll also do a lot of modeling to understand concepts you're learning about. For example, instead of just learning that y = mx + b is a linear equation and drawing it on a graph, you might model a linear equation with a real world situation, like in this example problem from Khan Academy: The problem still requires students to know the basic y = mx + b formula and what it means. But it goes a step further by requiring students to apply that formula to a real-world situation. You can see another example of how Common Core standards aim to promote more critical thinking below, courtesy of Foundation for Excellence in Education: For the problem on the left, you could just tackle it by manipulating the equation until y is alone. As the analysis notes, if you can follow a series of mechanical steps, you can get the right answer. For the problem on the right, not only do you need to find out what y is, but you also need to make your own equations, which requires you to have a stronger conceptual understanding of what equations are and how to write them. Basically, Common Core is trying to create a balance between math fluency (working through problems, memorizing formulas) and the ability to solve tougher problems using critical thinking skills. The Common Core High School Math Standards This is a basic summary of what the Common Core math standards will look in high school. Notice that these aren’t incredibly detailed, and focus on developing key skills in each area. They're less focused on moving through the traditional math sequence and getting through a bunch of concepts (Beginning Algebra, Geometry, Intermediate Algebra, Trigonometry, etc). Also notice these standards only go up through Statistics, so if you’re an advanced student aiming for calculus, these standards might not apply to you in your upper-level courses. Concept Description Example Number and Quantity Work with rational and irrational numbers, including exponents, solve problems with a wide range of units and solve problems by thinking about units. The Trans Alaska Pipeline System is 800 miles long and cost $8 billion to build. Divide one of these numbers by the other. What is the meaning of the answer? Algebra Solve real-world and mathematical problems by writing and solving nonlinear equations, such as quadratic equations, interpret and manipulate algebraic expressions to solve problems. Solve a problem about a loan with interest rate r and principal P by seeing the expression P(1+r)n as a product of P with a factor not depending on P. Functions Analyze functions algebraically and graphically, and work with functions presented in different forms. Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum, working with function families and understanding their behavior (such as linear, quadratic, and exponential functions). Modeling Analyze real-world situations using mathematics to understand the situation better and optimize, troubleshoot, or make an informed decision about a problem or issue. Use volume formulas and graphs to find an optimal size for an industrial package. Geometry Prove theorems about triangles and other figures; use coordinates and equations to describe geometric properties algebraically. Prove that the angles in a triangle add to 180 degrees; write the equation for a circle in the coordinate plane with a specified center and radius. Statistics and Probability Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Work with probability and use ideas from probability in everyday situations. Compare the chance that a person who smokes will develop lung cancer as compared to the chance that a person who develops lung cancer smokes. Via Parents' Guide to Student Success, from the National PTA. Common Core English (Language Arts) The old English (or Language Arts) standards, especially at the high school level, tended to focus mostly on reading and analyzing literature. The new Common Core English standards include a shift to more nonfiction and informational texts, as well as a push for more class discussions and writing that are focused on evidence from the readings (as opposed to the prior experiences or ideas of the students or teacher). Specifically, in elementary school, according to the Common Core, students should be reading a mix of 50 percent literature and 50 percent informational texts. By high school, students’ reading will shift to be 30 percent literary and 70 percent informational. The Common Core also pushes for students to study important foundational documents of the United States, including the Declaration of Independence. The new standards also push students to read harder texts that are matched to their grade level, even if their reading ability is below grade level. In the past, teachers were encouraged to match readings to the students’ current level of skill. To help them keep up, teachers should use techniques like close reading, and not be afraid to spend more than one class period on just one text. Also, instead of asking more general questions about a text, the Common Core encourages teachers to ask more specific questions about details in the text and what you can infer from them. All of this is to help students read and understand complex texts from a variety of subjects, and to prepare them to write strong essays, reports, and presentations. This table has a basic summary of the Common Core English standards for high school students. Just like the math standards, they're mostly skills-based (e.g., be able to "evaluate arguments and specific claims") as opposed to content-based (e.g., "read Shakespeare's Romeo and Juliet"). Concept Goal Reading Understand more from and make fuller use of written materials, use a wider range of evidence to support an analysis, make more connections about how complex ideas interact and develop within a book, essay, or article. Reading Evaluate arguments and specific claims, assess whether the reasoning is valid and the evidence is sufficient, and as appropriate, detect inconsistencies and ambiguities. Reading Analyze the meaning of foundational U.S. documents (like the Declaration of Independence, the Preamble to the Constitution). Writing Make an argument that is logical, well-reasoned, and supported by evidence. Writing Write a literary analysis, report, or summary that develops a central idea and a coherent focus and is well supported with relevant examples, facts, and details. Writing Conduct several research projects that address different aspects of the same topic, using more complex books, articles, and other sources. Speaking and Listening Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; and resolve contradictions when possible. Speaking and Listening Share research, findings, and evidence clearly and concisely. Speaking and Listening Make strategic use of digital media (e.g., animations, video, websites, podcasts) to enhance understanding of findings and to add interest. Language Determine or clarify the meaning of words and phrases, choose flexibly from multiple strategies, such as using context, Greek and Latin roots, patterns of words (conceive, conception, conceivable), and consult specialized reference materials. Language Analyze figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the written materials. Via Parents' Guide to Student Success, from the National PTA. How Common Core Affects Standardized Testing The Common Core will have a pretty sizeable effect on standardized testing – from college admissions tests to in-school exams – in the next few years. This may be the area you see the most noticeable changes in your high school experience, so read closely! First off, it’s important to know that the SAT and ACT were both involved with the creation of the Common Core standards. And in fact, the current head of College Board (the company that makes the SAT) helped write the Common Core. He was on the Language Arts committee. As Diane Ravitch notes in the Washington Post, â€Å"With David Coleman in charge of the College Board, the SAT will be aligned with the Common Core; so will the ACT. Both testing organizations were well represented in the writing of the standards; representatives of these two organizations comprised 12 of the 27 members of the original writing committee.† So it’s not a surprise that the SAT’s 2016 redesign is in large part to fit in with the Common Core Standards. To take just one example, let’s look at how the SAT essay is changing. This is an example of an old SAT essay topic: And hereis an example of a new one: (The prompt also includes an essay, which we won't make you read!) Via Test Specifications for the New SAT, pages 131-3. Notice the old essay question allowed students to draw from personal experience and examples. The new essay is all about working with evidence to make an argument – just like the English standards specify above. (We'll be outlining even more changes in an upcoming post just about SAT and the Common Core.) The ACT’s new features, like the new essay and more complex science questions, also speak to the Common Core standards, even though the ACT changes are less dramatic. In addition, ACT Inc.’s new Aspire testing aligns to Common Core goals. But the changes don’t stop with the SAT and ACT. Recent AP redesigns of Physics and US History have the goal of making the classes more skills-based and involving more critical thinking. Plus, Smarter Balanced, PARCC, and other new state-wide tests have been created to assess students with the new standards in mind. "To get at what's really fundamental in the Common Core, the higher-order thinking skills, we need performance-based tasks," said Derek Briggs, who advised both Smarter Balanced and PARCC (as quoted in US News). Thus,new tests had to be designed. These new tests could make standardized testing take even longer since the performance-based tasks take up much more time than your typical scantron-and-pencil multiple choice test. What Should You Do if Your State is Using Common Core? Even though the Common Core changes might seem intense, the good news is that, as a student, there isn't a lot you have to do to prepare for the new curriculum. Read on for advice on handling Common Core both in the classroom and on college admissions tests. Common Core in School If you’re a student, you don’t need to stress about the changes at the classroom level – your teachers will be the ones integrating the Common Core into their curriculums based on how your school district is adopting the standards. It would be worth talking to your teachers about how Common Core has affected their curriculums, if at all. Math and English teachers are likely to see the biggest changes. If your school is using Common Core, you can keep the standards in mind and work to use more evidence in English class and use real-world examples in math. But again, your teachers are responsible for implementing the changes to their curriculums and you should follow their lead. There is one important point to check up on: check in with your guidance counselor to make sure the sequence of math classes at your high school isn’t changing. If you want to take Calculus by the end of high school, you should aim to have completed Algebra before freshman year. Since the Common Core standards don’t explicitly list Algebra until ninth grade (even though Algebra concepts are included in the middle school standards), some worry that Algebra classes will be bumped to ninth grade, putting students behind. Common Core on Standardized Tests We will have more detailed posts coming up on Common Core specifically on the SAT and ACT. But if you're worried about how the Common Core will change the ACT and SAT and affect how you study for either test, keep the following advice in mind. For the SAT, instead of worrying about how Common Core is changing the test, learn as much as you can about the new SAT and also check out our complete guide to studying for it. On the ACT, the changes are subtler, so you’ll mainly have to worry about being ready for the new essay, as well as theharder reading and science questions. As always, we recommend taking plenty of full-length practice tests to prepare for the test. If your school is implementing Smarter Balanced, PARCC, or ACT Aspire, don’t stress over them, since your performance on those tests doesn’t affect your grades or college prospects. It will be your teacher’s job to prepare you for in-school assessments. What’s Next? If you’re part of the graduating class of 2017, you could take either the â€Å"old† or â€Å"new† SAT. Learn how to decide between the old and new SAT – and whether you should consider just taking the ACT instead! Have you already decided to take the ACT? Learn if the ACT is getting harder, and get a complete guide to ACT Science. Chosen the SAT instead? Get a complete guide to SAT Reading if you're taking the "old" SAT, orread more in-depth about the new SAT if you'll be taking it. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

UN Sanction within Iraq post-gulf storm war, how they affected the Research Proposal

UN Sanction within Iraq post-gulf storm war, how they affected the people and how they provided perhaps breeding ground for terrorist ideology - Research Proposal Example The period in the history of Kuwait in which the country was a part of Basra’s Ottoman ‘vilayet’ was also being followed by the gulf war of 1990/ 1991. A series of political events led to the stage of the war that was fought between the contrived coalition forces of the United States of America and the military troops of the then ruling leader Saddam Hussein. The frontiers of the countries of Kuwait, Saudi Arab and Iraq were decided in the conference of Uqair in the year 1922 by the then high commissioner of the British controlled Indian Army, Sir Percy Cox, for the city of Mesopotamia. The commissioner resolved the constituents of the frontiers of the country, cutting through different series of ridiculous claims and arguments that seemed to be almost impossible for the period. This event was one of the contributors to prepare the stage for the Gulf war. Finally in the year 1930 the high commissioner of the British army in Baghdad passed the judgment of the encouragement of the absorption of Kuwait into the geographical boundary of Iraq gradually by the government of Britain. According to the British government and their representatives the sacrifice of a small and expandable state of Kuwait would not be a huge concern if there had been an existing demand by the struggle of powers of the then period. Kuwait depicted as an ‘oil well’ was being maintained by the United Nations serving as the proxy for the western world. The colonialism policy of the British government along with the imperialism strategy of the United States of America proved to be economic, provided the accommodation were mutually congenial for both, and for the protection of the hegemony of the western world in the fulfillment of the interest of democratic freedom over the natur al oil reserve of the Gulf countries. They were being buttressed by the feudalistic policies of the other regional countries. Previously the government of the United States of America was indifferent regarding Iraq’s conflict with Kuwait, evidence from the period of late nineties or the period of the beginning of the year 1991 showed the strategies of the American government were in favor of war against Iraq. The United States of America provided a positive signal to Iraq, for the invasion of Kuwait by the later. However they emphasized on the lack of commitment from their part in the supply of troops to back the invasion of Kuwait. There were quick moves on the part of the government of United States on the economical, military and political fronts during the period of the invasion of Kuwait by Iraq though no serious opposition was provided by United States on the country’s invasion. The result was too threatening for the government of Iraq. Saddam Hussein was named t he ‘new Hitler’ and ridiculed in Britain, apart from the United States and elsewhere. This led to the introduction of economic sanctions that were comprehensive under the auspices of the United Nations. (Simons, 1–3: Schmid, 3) This invasion of Kuwait by Iraq resulted in the providence of a sanction by the Security Council of United Nations, which imposed tremendous impact on the economy of the country and more devastatingly on the lives of the countrymen.   United Nation Sanction on Iraq   During the period of the invasion of Kuwait by Iraq under the governmental leadership of Saddam Hussein the sanctions were mainly applied by the United Nations to pressurize the government of Iraq, which would act as an indirect force to make them leave. The sanctions mainly and predominantly focused on

Letter assignment Example | Topics and Well Written Essays - 250 words - 1

Letter - Assignment Example The ability as well as the experience to deal with challenges in the sales management is a key to success of the business (Homburg, Schà ¤fer, and Schneider). I, specifically, thrive on working in a challenging and result-oriented environment. The responsibilities of the position I am applying for would be a new sort of challenge for, and it attracts my attention because of its demand for a person who is very competitive. I assure you that I am the person very competent for this position in the sense of accepting challenges and dealing with them with a calmed mind. I have developed strong sales skills during my career because skills enable one in building a record of continued sales enhancement (Bernan). The attached resume highlights some of my particular accomplishments in the field of marketing and sales management. These accomplishments encourage me and support my interest in a position within your

Commonwealth of Nations Essay Example for Free

Commonwealth of Nations Essay Inside Jewish Synagogue The Paradesi Synagogue is the oldest active[1] synagogue in the Commonwealth of Nations,[2] located in Kochi, Kerala, in South India. It was built in 1568 by the Malabar Yehudan people or Cochin Jewish community in the Kingdom of Cochin. Paradesi is a word used in several Indian languages, and the literal meaning of the term is foreigners, applied to the synagogue because it was historically used by White Jews, a mixture of Jews from Cranganore, the Middle East, and European exiles. It is also referred to as the Cochin Jewish Synagogue or the Mattancherry Synagogue. The synagogue is located in the quarter of Old Cochin known as Jew Town,[2] and is the only one of the seven synagogues in the area still in use. The complex has fourbuildings. It was built adjacent to the Mattancherry Palace temple on the land gifted to the Malabari Yehuden community by the Raja of Kochi, Rama Varma[disambiguation needed]. The Mattancherry Palace temple and the Mattancherry synagogue share a common wall. History The Malabari Jews formed a prosperous trading community of Kerala, and they controlled a major portion of world wide spice trade. In 1568, the Jews of Kerala constructed the Paradesi Synagogue adjacent to Mattancherry Palace, Cochin, now part of the Indian city of Ernakulam, on land given to them by the Raja of Kochi. The original synagogue was built in the 4th  century in Kodungallur (Cranganore) when the Jews had a mercantile role in the South Indian region along the Malabar coast now called Kerala. It was later moved to Kochi from Kodungallur. The first synagogue of the Malabari Jews in Cochin was destroyed in the Portuguese persecution of the Malabari Jews and Nasrani people of Kerala in the 16th century. The second synagogue, built under the protection of the Raja of Cochin along with Dutch patronage, is the present synagogue. It is called Paradesi synagogue because it was built with Dutch patronage at a time when Kochi was under Dutch occupation, thus the name paradesi synagogue or foreign synagogue. In 1968, the synagogue celebrated its 400th anniversary in a ceremony attended by Indira Gandhi, the Indian Prime Minister. Social composition and traditions The Paradesi Synagogue had three classes of members. * White Jews were full members. The White Jews, or Paradesi Jews, were the recent descendants of Sephardim from Holland and Spain. * Black Jews were allowed to worship but were not admitted to full membership. These Cochin Jews were the original Jewish settlers of Cochin. * Meshuchrarim, a group of freed slaves who had no communal rights and no synagogue of their own sat on the floor or on the steps outside. However, in the first half of the 20th century,Abraham Barak Salem, a meshuchrar, successfully campaigned against this discrimination. As is normal for Orthodox Jewish synagogues, the Paradesi Synagogue has separate seating sections for men and women. The Paradesi Synagogue is the only functioning synagogue in Kochi today with a minyan (though this minyan must be formed with Jews from outside Kochi, as the number who still reside there is not sufficient). In conformity with the Hindu, Nasrani and Islamic traditions of Kerala, the worshippers are required to enter the Paradesi Synagogue barefoot.[3] Other facets which are unique to the Cochin Jewish community, and which are results of Hindu influence, include special colors of clothing for each festival, circumcision ceremonies at public worship, and distribution of grapes soaked myrtle leaves on certain festivals. In addition, the Cochin Jews currently have no rabbis, as the community is led by elders. The synagogue is also open to visitors; the ticket-seller, Yaheh Hallegua, is the last female Paradesi Jew of child-bearing age. Objects of antiquity The Paradesi Synagogue has the Scrolls of the Law, several gold crowns received as gifts, many Belgian glass chandeliers, and a brass-railed pulpit. It houses the copper plates of privileges given to Joseph Rabban, the earliest known Cochin Jew, dating from the 10th century, written in Tamil on the two plates, by the ruler of the Malabar Coast. The floor of the synagogue is composed of hundreds of Chinese, 18th century, hand-painted porcelain tiles, all of which are unique. There is also an oriental rug, a gift from Haile Selassie, the last Ethiopian Emperor.[5] The most visible part of the synagogue is the 18th century clock tower, which, along with other parts of the complex,which underwent repair work under the direction of World Monuments Fund, between 1998 and 1999.[6] Hebrew inscription at the Mattancherry synagogue A tablet from the earlier synagogue in Kochangadi in Kochi (built in 1344) is placed on the outer wall of the Paradesi synagogue. The inscription states that the structure was built in 5105 (in the Hebrew Calendar) as an abode for the spirit of God Description The temple was built in first millennium during the time of Kamarupa. Allahabad rock inscriptions of Samudragupta mentioned about it. Temple was destroyed during the middle of second millennium and revised temple structure was constructed in 1565 by Chilarai of the Koch dynastyin the style of medieval temples.[2] The current structure has a beehive-like shikhara with delightful sculptured panels and images of Ganeshaand other Hindu gods and goddesses on the outside .[3] The temple consists of three major chambers. The western chamber is large and  rectangular and is not used by the general pilgrims for worship. The middle chamber is a square, with a small idol of the Goddess, a later addition. The walls of this chamber contain sculpted images of Naranarayana, related inscriptions and other gods.[4] The middle chamber leads to the sanctum sanctorum of the temple in the form of a cave, which consists of no image but a natural underground spring that flows through a yoni-shaped cleft in the bedrock. During the Ambuvaci festival each summer,the menstruation of the Goddess Kamakhya is celebrated. During this time, the water in the main shrine runs red with iron oxide resembling menstrual fluid. It is likely that this is an ancient Khasi sacrificial site, and worshiping here still includes sacrifices. Devotees come every morning with goats to offer to Shakti.[5] The Kalika Purana, an ancient work in Sanskrit describes Kamakhya as the yielder of all desires, the young bride of Shiva, and the giver of salvation.Shakti is known as Kamakhya. Kamakhya Temple in Himachal Pradesh. The Kamakhya temple in the forest region of Polian Purohitan in Una District of Himachal State is situated at about 600 mt above sea level. The Pindi,was brought over by the Rajpurohits of Brahaminical Aryan descent of the sage Vatsayan some 800 years ago after the invasion of the Shans in 1200C, with the destruction of the first tantric ritual site. The worshippers escaped in mass migration from the Garo-Khasi hillregion of Assam, via the Tibet Himalaya silk route to Kashmir .While some left for the north west frontiers, a few families of the Brahamin Vatsayan Rajpurohits sanctified the tantric Kamakhyakuldevi in the wilderness of an isolated forest hill in Polian Purohitan. Sculptures carved on the temple The first tantric Kamakhya Temple was destroyed during the Mongol invasion in the Nilachal hills in the 12 BC, so was the fate of the second tantric temple destroyed in the Muslim attacks, probably by the Hindu convert Muslim  warrior Kala Pahad. The Brahaminical legend of the Shakti in the later period led to the worship of the tantric goddess as Hindu Shakti goddess. The worship of all female deity in Assam symbolizes the fusion of faiths and practices of Aryan and non-Aryan elements in Assam.[6] The different names associated with the goddess are names of local Aryan and non-Aryan goddesses.[7] The Yogini Tantra mentions that the religion of the Yogini Pitha is ofKirata origin.[8] According to Banikanta Kakati, there existed a tradition among the priests established by Naranarayana that the Garos, a matrilineal people, offered worship at the earlier Kamakhya site by sacrificing pigs.[9] The goddess is worshiped according to both the Vamachara (Left-Hand Path) as well as theDakshinachara (Right-Hand Path) modes of worship.[10] Offerings to the goddess are usually flowers, but might include animal sacrifices. In general female animals are exempt from sacrifice, a rule that is relaxed during mass sacrifices.[11] Legends A complete view of the temple Vatsayana,a Vedic Sage in Varanasi during the later first Century was approached by the King in the Himalayan region (now Nepal) to find a solution to convert the tribals and their rituals of human sacrifice to a more socially accepted worship. The Sage suggested the worship of a tantric goddess Tara that spread towards the eastern Himalayan belt till the Garo Hills where the tribals worshipped a fertility yoni goddess Kameke. It was much later in the later Brahaminical period Kalika Purana that most tantric goddess were related to the legend of Shakti and began to be erroneously worshipped as a devi by the Hindus. According to the Kalika Purana, Kamakhya Temple denotes the spot where Sati used to retire in secret to satisfy her amour with Shiva, and it was also the place where her yoni fell after Shiva danced with the corpse of Sati.[12] This is not corroborated in the Devi Bhagavata, which lists 108 places associated with Satis body, though Kamakhya finds a mention in a supplementary list.[13] The Yogini Tantra, a latter work, ignores the origin of Kamakhya given inKalika Purana and associates Kamakhya with the goddess Kali and  emphasizes the creative symbolism of the yoni. Kamakhya during Ahom era According to a legend the Koch Bihar royal family was banned by Devi herself from offering puja at the temple. In fear of this curse, to this day no descendants of that family dares to even look upward towards the Kamakhya hill while passing by. Without the support of the Koch royal family the temple faced lot of hardship. By the end of 1658, the Ahoms under king Jayadhvaj Singha had conquered the Lower Assam and their interests in the temple grew. In the decades that followed the Ahom kings, all who were either devout Shaivite or Shaktacontinued to support the temple by rebuilding and renovating it. Rudra Singha (reign 1696 to 1714) was a devout Hindu and as he grew older he decided to formally embrace the religion and become an orthodox Hindu by being initiated or taking sharan of a Guru, who would teach him the mantras and become his spiritual guide. But, he could not bear the thought of humbling himself in front a Brahmin who is his subject. He therefore sent envoys to Bengal and summoned Krishnaram Bhattacharyya, a famous mahant of Shaktasect who lived in Malipota, near Santipur in Nadia district. The mahant was unwilling to come, but consented on being promised to be given the care of the Kamakhya temple to him. Though the king did not take sharan, he satisfied the mahant by ordering his sons and the Brahmins in his entourage to accept him as their spiritual guru. When Rudra Singha died, his eldest son Siba Singha (reign 1714 to 1744), who became the king, gave the management of the Kamakhya temple and along with it large areas of land (Debottar land) to Mahant Krishnaram Bhattacharyya. The Mahant and his successors came to be known as Parbatiya Gosains, as they resided on top of the Nilachal hill. Many Kamakhya priests and modern Saktas of Assam are either disciples or descendants of the Parbatiya Gosains, or of the Nati and Na Gosains.

Saint John Bosco :: essays research papers fc

John Bosco was born in Turin, Italy, on August 16, 1815. His parents were poor farmers, but his father died when he was two years old, but John was too young to know what happened, and it forced his mother, Margaret, to raise him along with 3 other children and taught them the importance of their faith. It was very hard for his mother so John went out and got a few little jobs to help his mother. He had many jobs like a carpenter, shoe-maker, a cook, a pastry maker, and a farmer. While growing up John wanted to become a priest. One night when John was a boy he had a dream that he led young boys; and when he awoke he realized his life's work was to help poor boys. Bosco also had many other dreams along with many others that directed him to help homeless boys. Bosco when he was young went to fairs and carnivals, and learned and mastered them when he got home and then kept the young people in his village occupied by doing magic tricks and acrobatic moves, and only ask prayers for paymen t. Also, he would speak to children about God, and even some adults occasionally. The seminary school that Bosco entered was Chieri at the age of 16. Father Cafasso helped John through seminary school because he could not afford it, neither could his mother help him pay for it. John became a priest in 1841 at the age of 26, and was named Don Bosco, which means Father Bosco. After Sunday Mass's he would have a catechism class which would teach young people about God. After a while the catechism class turned into a school were boys could receive a real education, not just a religion class. He was appointed chaplain of St. Philomena's Hospice for girls. John did not really like his job so he resigned and opened a house for boys, where he helped boys that he saw on the streets, and brought them to the house where he fed them, clothed them, and sheltered them. Then he started his own religious order of 17 priests and brothers, they were called the Salesians in 1859, after St. Francis de Sales. He then setup residences and schools to teach boys grammar and religion, and train them as shoemakers, tailors, and printers. By 1856, he had 150 boys and girls in residence and nearly 500 more in oratories throughout Turin.

Database Environment

Database Environment Paper DBM-380 November 18, 2012 Introduction A database defines a structure for storing information and it collects information that is organized in such a way that a computer program can quickly select desired pieces of data. A database can also be thought of as an  electronic filing  system. Data and information are extracted from a database by creating a query and then submitting it to the query database management system (DBMS) and it is posed in a language that only the DBMS can understand.The query can be in the form of a question or just a keyword and once these queries run against the database, it will find a matching record (Reynolds, 2004) . Database Decisions When building a system for information, you have to decide how much responsibility for data management your software will take. A database can be rather large or it can be small depending on the information that is being stored. Request for information from a database are made in the form of a query or a question asking the database for particular information.All database  management systems  are not the same from a technical standpoint. They differ mostly in the way they organize their information internally. The internal organization can then determine how quickly and supplely the information can be extracted (Jupitermedia, 2011) . Analyzing the use of databases Analyzing the use of databases In the Client Fulfillment department at Tactical Training Group Pacific’s, there are two databases that are mainly used and those are the Command Active directory and the Military & Civilian SME (MC&SME).These databases are very vital to this department because they help with the daily production goals. With the use of the command directory, it is helpful in finding different associates throughout the organization as well as finding certain departments, phone numbers, mail codes, locations of command training centers, and Watch Station machines. When creating a  new a ccount  for a client or associate they must state whether they are an existing client or that they are an associate the command directory is accessed to verify this information in order for them to receive the benefits as an associate.Another advantage of the command directory is helping to find other department phone numbers or Watch Station locations. With the command directory database you select the field that you are searching for like associate search, location, telephone number, Watch Station and then you enter your query not in the form of a question but a certain query language that is understood by this database to extract this information. This database relies on the Microsoft SQL server.Another database that is used command is the Military & Civilian Subject Matter Experts (MC&SME). This database is used to help associates across all lines of business to do their job effectively. MC&SME contains processes and procedures for each department to abide by so if you are not sure on how to complete a customer request or the correct information to give to a customer it can all be found on MC&SME. MC&SME works on structured query language or SQL that it is usually asked a stylized question in order to execute and answer.This is a very large database because it contains so many work procedures and specialists that are very important for each and every department at TTGP Command. Data specifications For TTGP it is important to remember that we have three types of people in our database Command Staff, Clients and Subject Matter Experts(SME) for training area’s and certifications. The Following entities and attributes will apply relationally to all three areas 1. Command Staff: * Name * Address * Phone number * Department Name * Supervisor . Client/Customer: * Name * Address * Phone number * Company Name * Company POC/Supervisor 3. Subject Matter Expert(SME) * SME Name * Company Name * Certifications (Separated By Commas) * Special Training * Cost for Services The requirement for this Database is to ensure a check is made relationally for either name or skills to ensure duel entities aren’t entered. This DB is high usage throughout the day and has to backup and saved daily so that repairs’ upkeep and maintenance can be done by the night IT crew.Database Management/Upkeep Both of these databases, the Command Directory and MC&SME have to be managed and regular maintenance has to be done in order to keep the information up to date. There are so many changes for associate / employee information if they leave the company or switch department or even if a department is no longer functioning all of this information has to be current. With MC&SME, there are so many changes to job procedures qualifications Etc†¦ very day in order to minimize fraud or if new products are on the market and other ones are no longer being offered, MC&SME sends an alert immediately so if it affects your part of production, you will have to read it right away and make all necessary changes on how your work is done so the administration of both databases are important in order to take full advantage of the output to the relevant query. Proposing Improvements Improvements that can be done in order to maximize results for both of these atabases are to make them more client friendly. The Command directory could contain less fields in order to search for results since the 411information page search and the location search is going to give you the same results and if you are not sure or the correct spelling of an member of staff’s name, the â€Å"sounds like† field is not very helpful because it will come back with too many results and you still have to keep looking. MC&SME can definitely be made more user friendly.This is the most confusing database because if you don’t have the proper training it will take hours just to look up simple information. MC&SME needs to be reduced in search / query size in or der to maximize retrieval results faster. Conclusion Because this 3 entity with attributes relational Database has such a high operational Tempo we need to ensure that only the critical attributes fields are used. This will help in not only over all DB performance but help with query retrieval speed as well.Keeping the relational processing required down to a minimum is imperative. Constant upgrades, maintenance along with security patches are done and need to remain transparent to the user. This database is akin to the lungs that breathe life into our command. References Jupitermedia. (2011, Spring). Internal Database Organization. Retrieved from http://jupitermedia. org/DBorg Reynolds, J. N. (2004). Database Structures. PC Magizine, 10(7), 123.

Torts Memo

George sued Jerry under a theory of intentional infliction of emotional distress, alleging various grievances. Jerry has moved to dismiss the complaint on the grounds that even if everything George alleges in the complaint is true, George has failed to allege an adequate basis for liability under a theory of intentional infliction of emotional distress. The issue at hand is should the court deny the motion to dismiss.The essential elements of an action for intentional infliction of emotional distress in North Carolina are 1) extreme and outrageous conduct by the defendant 2) which is intended to and does in fact cause 3) severe emotional distress. Extreme and outrageous conduct is conduct which exceeds all bounds usually tolerated by decent society. In Stanback v. Stanback, 297 N. C. 181, 204 (N. C. 1979), the courts ruled: â€Å"Although we find error in the grounds on which the Court of Appeals affirmed the dismissal of plaintiff's Count Number II, we nevertheless affirm the dismi ssal on other grounds.The requirement that plaintiff in a malicious prosecution action based on a prior civil proceeding show some special damage resulting therefrom, as discussed supra, is an essential, substantive element of the claim. † In Hogan v. Forsyth Country Club Co. , 317 N. C. 334, 346 S. E. 2d 141 (1986), the court decided: â€Å"We hold Pfeiffer's conduct, as shown by Hogan's forecast of evidence, was not such as to be reasonably regarded as â€Å"extreme and outrageous† so as to permit Hogan to recover for intentional infliction of mental distress. The facts in this case are similar to Hogan. The courts ruled that the facts in Hogan did not meet the standards for intentional infliction of emotional distress set in Stanback, and decided for the defendant. Both decisions state clearly that there must be some sort of special damage and that the damage must be â€Å"extreme and outrageous. † It is my opinion that the courts approve Jerry’s motio n to dismiss as the facts in this case do not meet the North Carolina standard for the infliction of emotional distress.

Biology Overview on the Trip essays

Biology Overview on the Trip essays What I thought about the trip to Creighton was a fun trip. I wish we would of saw the whole body not just some of the pieces of the body. Yet, it was still interesting, and very educational, because i knew most of the body parts he was point out. Also, I tried to answer most of the questions he asked, but some where not to my knowledge. I imagined in my mind that the body would look like a rare piece of meat just a little bit discolored, but what we saw was something that looked like left over dried up chicken. So it really wasn't that bad to see. I would of thought just by lookin at it would of fainted, but I guess not. The arm the first thing he picked up to show us was very interesting with him knowing more of the arm then we learned, yet we still knew most of it. He knew so much about the arm I guess he could of gone a whole day talking about the arm. It seemed so fascinating cause I've never seen something like that before, but i did learn alot of new stuff about the nerves and what injuries can occur, how and where. After a good long period of time talking about the arm, he moved onto the leg which really wasn't that much different from the arm but just in a different structure and the location. It too was interesting to see and yet again I learned injuries and medical treatments for problems located in the foot. I was remarked by what I still knew about the leg, because I may not have gotten a highscore on the test I sure did know what parts where which. Around this time he brought in the knee which was most inviting, because he told us about the procedures that Justin might of experienced. Sesmoid bone which is the type of bone the patella is, we would all remember how we would remember that sesmoid, sesame seed bun. In deed in laughter on t he inside we all probably will remember it. About the smelliest part of the afternoon was upon us with the revealing of the lungs. I felt bad for...

Amounts, Percents, and Bases of Percent Problems

Amounts, Percents, and Bases of Percent Problems In early mathematics, students come to understand percents as an amount of the base sum of an item, but the term per cent simply means per hundred, so it can be interpreted  as a portion out of 100, including fractions and sometimes numbers higher than 100. In percent problems in mathematics assignments and examples, students are often asked to identify the three core parts of the problem- the amount, the percent, and the base- wherein the amount is the number taken out of the base by being reduced by a certain percentage. The percent symbol is read twenty-five percent and simply means 25 out of 100. It is useful to be able to understand that a percent can be converted to a fraction and a decimal, meaning that 25 percent can also mean 25 over 100 which can be reduced to 1 over 4 and 0.25 when written as a decimal. Practical Uses of Percentage Problems Percentages may be the most useful tool of early mathematics education for adult life, especially when you consider that every mall has 15 percent off and half off sales to entice shoppers to purchase their wares. As a result, its critical for young students to grasp the concepts of calculating the amount reduced if they take a percentage away from of a base. Imagine youre planning a trip to Hawaii with you and a loved one, and have a coupon thats only valid for the off-season of travel but guarantees 50 percent off the ticket price. On the other hand, you and your loved one can travel during the busy season and really experience the island life, but you can only find 30 percent discounts on those tickets. If the off-season tickets cost $1295 and the on-season tickets cost $695 before applying the coupons, which would be the better deal? Based on the on-season tickets being reduced by 30 percent (208), the final total cost would be 487 (rounded up) while the cost for the off-season, being reduced by 50 percent (647), would cost 648 (rounded up). In this case, the marketing team probably expected people would jump at the half-off deal and not research deals for a time when people want to travel out to Hawaii the most. As a result, some people wind up paying more for a worse time to fly! Other Everyday Percent Problems Percents occur almost as frequently as simple addition and subtraction in everyday life, from calculating the appropriate tip to leave at a restaurant to calculating gains and losses in recent months. People who work on commission  often get around 10 to 15 percent of the value of the sale they made for a company, so a cars salesman who sells a one hundred thousand dollar car would get between ten and fifteen thousand dollars in commission from his sale. Similarly, those who save a portion of their salary for paying insurance and government taxes, or wish to dedicate part of their earnings to a savings account, must determine which percentage of their gross income they want to divest to these different investments.

Individual Report Essay Example | Topics and Well Written Essays - 1500 words

Individual Report - Essay Example As such, in terms of the organization of the paper, a summary of each section will be provided followed by the views of the reviewer. Major section headings are typed in bold type while sub-section are typed normally. Though not explicitly stated, one can infer the purpose of the research. It is to develop an open-book accounting (OBA) framework that is organized according to the various uses of OBA and employed by practitioners of supply chain management as an implementation tool(Hoffjan , et al., 2011). This purpose is informed by the fact that very little is known of the relevance of OBA in competitive business environments that are normally punctuated by relationships of cooperation and trust between organizations and their suppliers and consumers. In terms of the research process, this section appears misplaced. It shows no connection to the literature review which should be the starting point and basis of the entire research process(Meerwald, 2013). Literature review is the backbone of the research process(Tight, 2013). It is from the review of literature that the researcher identifies the gap in knowledge that they then set out to fill through research. Literature review is accomplished at two levels. The first level gives a broad overview of the subject matter of the research while the second level examines past similar research. Usually, at the end of their research report, the researcher will list data gaps and recommend that further research be conducted to fill these gaps. To this end, Andreas Hoffjan and company have ably demonstrated the existence of a knowledge gap. Past studies on OBA have tended to focus on the functions and consequences of OBA. However, very little is known of the practical applications of OBA. Again, while the research problem is not directly stated, one can infer it from the research paper. While much research has been conducted on OBA, not much attention has been paid to its practical applications to supply chain

How motivation can affect employees' commitment and performance at Essay

How motivation can affect employees' commitment and performance at work - Essay Example Motivation is a weapon – if used correctly. It is a fact within the domains of an organization that motivation brings out the best within the employees and offers the organization a host of incentives and longstanding results.On the flip side, lack of motivation means that the organization would lose out on this count and the work processes would get delayed as a result of the same. There is a good amount of evidence available which suggests that motivation must come out in the open and bring out the best time and time again so that the employees are on their toes all the time, and that success must be achieved when it is most desired, i.e., always. Researchers have long studied and analyzed upon the fact as to how motivation has been the key in finding out the unique points within the working ideologies of the organizations, and how these have been the basis of incentives and benefits for the sake of the business processes in the very end. This paper identifies how motivation can be used to full extent within an organization and how employees must put their foot down and achieve the very best on a proactive basis.The encouragement is indeed the motivation that one has, which is either derived from his own self (self-motivation) or by embedding the same through his co-workers or top management realms. Here an effort has been made to incorporate as many real life examples as possible to bring the best results in the open. Motivation is central to the premise of employee performance within a management scenario. This is because motivation can be the cornerstone of success or the lack thereof if seen within the correct perspectives. Motivation is intrinsic to an employee as it asks of him to give his best in both the trying circumstances as well as the better off ones. It asks of the organizational top domains to encourage and motivate their own employees so that they could offer the best and thus do the same time and again. This is a very essential aspect of understanding how motivation comes about in full circle, and how important a role it plays within the global dynamics of business performance and the attached commitment that is a part of the same (Geen 1994). In essence, motivation is central to any productive undertaking that employees ask of their own selves. What this means is the fact that commitment must remain supreme at the end of the day as this will derive performance and get the best out of the employees on a consistent basis. If performance has to be tapped, the best way in which the same could be done is to find out how motivated the employees are and how well they will shape up within the changing times and scenarios. Motivation is central to the premise of a positive change – a change which is more helpful for the organization as it brings in value in the name of commitment and ultimate performance. A few pertinent theories that pinpoint the role of motivation within the lives of the employees are significan t to mention and understand here. One such theory is the Theory of Needs coined by Abraham Maslow which takes a deep look at how people’s attitudes and behaviors are shaped up, both within their personal life domains as well as at work. Maslow stated that the most important needs for a person to remain motivated are when he receives the most basic necessities of life. These include the housing, clothing and food intakes that he acquires. After these needs have been properly met, he goes after looking for employment and interacting with the people that live around him. After the same have been fulfilled, he can now go ahead and acquire societal needs of being praised within the different norms of the society that he lives within. This is indeed regarded as the need to be taken as a respectable person. The self-esteem needs are therefore important and thus lead one towards the self-actualization requirements where a person wants to explore new things and