Definition and Examples of Praeteritio in Rhetoric

Bossini Proposal - 771 Words

Analyzing ‘Bossini’s’ Marketing Efforts in China Theme and scope of our project. To analyze and evaluate the characteristics and effectiveness of Bossini’s marketing strategy as a casual wear retailer in China. The marketing management and strategic issues that will be investigated and discussed. †¢ Identifying China as their key growth driver for the future With the government’s aim to bolster domestic spending and the vast potential for consumer consumption in the retail apparel market, Bossini has identified China as a key growth driver in the medium and long term. Bossini has devoted many resources to develop this market, making China a central part of their corporate strategy. What has Bossini done to penetrate†¦show more content†¦Bossini has managed to increase its operating margin while opening many new stores that have yet to achieve full operational efficiency. What has Bossini done during this expansion period to become so efficient and cost effective? What smart investment choices did it making during the period of economic downturn? How did it improve its supply chain management capabilities? †¢ Dealing with ever-increasing competition in a new market. China has serious growth potential due to their immense population. Every major fashion retailer manufacturer, as well as small niche brands will look to get a piece of this enormous market. Bossini faces stiff competition from international conglomerates like HM, Zara, Meters, Bonwe, Semir and Giordano. What can the marketing managers at Bossini do to gain a competitive advantage and create a market for itself when faced with such stiff competition? Ways to collect data 1. Interview with Bossini management In order to have more accurate and detail understanding of Bossini’s strategies adopted in China market, an interview with Bossini management would allow us to gather more information on how their strategies, specifically the reasoning behind their growth strategy, the effective implementation of their growth, and theirShow MoreRelatedUniqlo Written Proposal1688 Words   |  7 PagesIntroduction to Business Written Proposal Introduction: This report is about Uniqlo’s competitive environment using Michael Porter’s Five Force Model. Uniqlo is a Japanese company which engages in designing casual wear clothes, manufacturing clothes and retailing clothes. Uniqlo in Hong Kong has established a profitable business constantly recording extremely high sales on a per store basis. Uniqlo offers fashionable and high quality clothing at reasonable prices, and was seized as an opportunity

Germany The Answer To An Old Question Thesis This Paper Will Argue T Essay Example For Students

Germany: The Answer To An Old Question Thesis: This Paper Will Argue T Essay hat Germany needs to secure itself as both the economic and political hegemon of Europe inside of the European Union; until its present condition and effectiveness in the global politics changes, instability in the European Union, as well as, basic fear of will always be present. I. Introduction II. Historical Perspective-The two negative factors A. Fear twice in one century 1) Bismarck/Frederick II 2) Hitler B. Foolishness 1) WWI 2) WWII III. Reunification The Key A. Economic realities 1) E. Germanys status 2) Infrastructure B. The significance of one Germany 1) Future 2) Politics IV. European Union-The means to and end A. European check and balance system 1) Hope for the future 2) Provisions for success B. The answer to a disturbing question 1) Can Germany be strong and peaceful? 2) France and England V. Conclusion The formation of a state can be both a beautiful and terrifying event . As a national you now have a home and place to live with people of a common culture and heritage, an identity.If you are a founder of the new state, there would be a sense of accomplishment of having achieved the fulfillment of a lifetime goal. Other states which deemed this new state as legitimate and recognized it as a self-determined equal, have created a potential ally or enemy.The downside, the premature recognition and the actual struggle for that status, usually entails conflict, loss of life, revolution and even war. A state was formed and recognized in 1871 in the center of Europe. This event has had an enormous impact since its inception. It has been both the salvation of Europe through economic depressions and hard times, as well as, the cause for two world wars and the near decimation of Europe. Its people have been back and forth between rags and riches, democracy and dictatorships, united, broken and then reunited. This state is known as Germany. Modern Germany has been reunified after almost 50 years of separation during the cold war. Once again German power and influence is on the rise. The world watches because Germany has not been able to successfully retain both total sovereignty over its territory and be an economic world power, for a substantial period of time; without plunging the world into an unavoidable conflict. The question of Germany and its position in world politics is one which has plagued statesmen since Germanys formation.This paper will argue that the answer lies within the state.Germany needs to secure itself as both the economic and political hegemon of Europe under the auspices of the European Union.Furthermore, until Germanys present condition and effectiveness in global politics changes, the instability in the European Union will continue, as well as, the persistent German question. .Twice in history Germany has risen from disorder and weakness to stand strong and belligerent upsetting the existing world order. Can there be any question of why the world views Germany suspiciously? In 1914, German expansionism and short-sighted diplomacy paved the way toward an inevitable war. Germany moved from Bismarkian Diplomacy which maintained the status quo in Europe and abroad, to an aggressive militaristic imperialism which desired redistribution of global territory. A large naval fleet was built second only to the Royal navy (Britain) as well as a massive increase in military hardware production.By 1913 Germany replaced Britain as the main manufacturing European power.This fact reinforced by the aggressive nature shown in German foreign policy obviously was not in the interest of maintaining any sort of status quo. The situation was far from being solved. Though Germany was defeated was placed at the mercies of the other victorious world powers, which were determined not have the scenario of 1914 happen again. Unfortunately, a similar situation did develop once again with Germany in the center. By 1938 Germany had rearmed and was aggressively expanding both its physical and economic boarders. Adolf Hitler saw the opportunities which a weak Europe armed with the ideas of appeasement as a deterrent for military aggression presented to Germany. These two historical occasions promoted a general distrust of a strong united Germany. Both times in history after the conclusions of the wars Germany was used for its large production capabilities and natural resources. The first time was to pay back large war debt acquired by Britain and France. The second was during the cold war and Germany was split between the two super powers. Thus, the development of the German question or problem.Reunification was possible because of a few factors. The largest was the collapse of the Soviet Union which is also the most obvious. This is true due to the fact that the occupied eastern region of Germany by the Soviet army was relinquished. Rocket Engines Essay is of absolute importance, whether it be by Maastricht or another means.As Germany grows in stature, the Germans are bound to feel that their role is changing, especially with the developments in Eastern Europe and beyond. These developments have created a power vacuum through which Germany will naturally feel the need to lead in safe-guarding order.It is the nature of politics to say that as German power grows so will German influence, the only peaceful alternative and answer to the German question is the E. U. Only, that is, if the E.U. remains elastic to always contain but not hinder the growth of its members, especially Germany. This brings the argument to ask the question of whether there can be a European Germany or only a German Europe? This asks if Germany can be successfully and properly integrated with the rest of Europe. This is a nonsensical question which is self defeating. Are the Germans some sort of special breed of humanity which make them inherently above the law? Alfred Baring, a German Historian, is referred to as accusing his fellow citizen of a laxness bordering on irresponsible. Stating that, Germans have been political lightweights for forty years and want to stay that way. Continuing that, Germany has been living in an idyllic situation in which it has not had to challenge itself and think of its role in Europe. Germany is as much of a part of Europe as France or Italy. Each nation-state has a position and a role to play in the E.U. . To discard Germany as being overbearing and dominant,placing it on the shelf will simply not work. Giving Germany a monopoly on political an economic policy making is also foolish. This argument is not about creating a fourth German empire. Germany has a role to fill in Europe, fear and paranoia should not be allowed to dictate how it is accomplished. A strong, properly integrated European Union is possible withGermany. The word strong is an attribute of which Germany has been all to familiar with. History is full of examples, some previously stated in this paper, of a Europe integrated through strength. However, properly is the key word in Euro-integration. Nietzsche, in his work Beyond Good and Evil addresses this matter. He states, I hear with pleasure that our sun is moving rapidly in the direction of the constellation of Hercules: and I hope that men on earth in this matter emulate the sun. And we at their head , we are good Europeans! This is an analogy speaking of the movement of politics and power shifts in the late 1800s towards Germany, in the perspective of a German philosopher. He believed that Germans were unique to the rest of the populous of Europe.Unfortunately, this philosophical notion has been altered and used for rather devious measures. Adolf Hitler is the best example of this. Germans are unique as are all races in and outside of Europe. However, Nietchzsche saw that perhaps the German people possessed a quality not of superiority, as the Uber Mensch; but rather analogically speaking of the Germans in Europe as a whole. Thatproperly integrated means a strong Germany both economically and politically, not hiding behind checkbook or its constitution.Thus, after over 120 years Germany has seen mush change and German power is on the rise again. This paper has illustrated the past struggles of Germany which has affected the world. The reach for power by attempting to establish an empire under the Kaiser and the militaristic expansionism shown by Adolf Hitler both ended in conflict bring the world to war and Germany to its knees. The new battle Germany faces is the reunification process, Eastern Europe and the European Union. All of these three factors are crucial in the future of Germany.As argued in this paper Germany needs to establish itself as a stable and reliable support for Europe under the auspices of the European Union. The success of the European Union and the economic development of Eastern Europe are in direct relation and dependant on that event. Patrick J. Hearden, Roosevelt Confronts Hitler: Americas Entry into World War II, (Dekalb, I.L. : Northern Illinois University Press, 1987), p. 189. Hans J. Morganthau, Politics Among Nations: The Struggle for Power and Peace, 6th ed. revised. Kenneth W. Thompson (McGraw Hill, Inc., 1985), p. 67. Michael Ignatieff, Blood And Belonging: Journeys into the New Nationalism, ( New York, N.Y.: Farrar, Straus and Giroux, 1983), p. 57. Friedrich Nietzche, Beyond Good andEvil, trans. R.J. Hollingdale(London: Penguin Books, 1973), p.170. Michael Pinto-Duschinsky, Foreign Political Aid: the German political foundations and their US counterparts, International Affairs67 (January 1991) : p.33-64.

Major Harris Essays - Alcohol Abuse, Disease Theory Of Alcoholism

Major Harris Anthony Paletti Com 103 I wanted to inform the audience about the dangers of alcohol, and how alcohol effects pregnant mothers, the brain, and the liver. I also wanted the audience to know what alcoholism is and what kinds of behaviors can cause alcoholism. I think the audience knows a little bit about alcoholism and the other risks of consuming alcohol, but I think the audience does not take these dangers seriously. They might say ?that can not happen to me, or you have to drink all of your life for that to happen. I had to relate to the audience because most people were strongly opposed to the topic. So I wanted to relate to the audience, so I would not lose their interest. I felt that my introduction was very successful. I came out with a good attention getter, I had a clear thesis statement, attention getter, and plain of development. I used reasoning by example, reasoning by sign, and reasoning by testimony. My strongest type of reasoning was reasoning by testimony. I had some startling testimonies from doctors telling the dangers of fetal alcohol syndrome. My Weakest type of reasoning was reasoning by sign. I used invention by first brain storming ideas then picked the best ideas. My best evidence were the statistics about the dangers of alcohol by doctors. I tried to appeal to the audiences emotions through fear. I tried to convince the audience by informing hem of the dangers of alcohol. This might cause people to stop drink because they might think this could happen to me. I felt that some of the audience got the point of the speech. My conclusion was accomplished by closing the speech on a strong point, restating the main points, and closing the speech correctly ( I did not leave the audience in suspense I let them know the speech was over). I felt that my conclusion was effective. I left the audience with something to think about. I felt that my delivery was average. I had an effective speaking voice, good information, and an effective visual aid. I could have make my speech better by looking at the audience more, use more hand gestures, and move around more. Since my topic was so controversial for a collage class I felt that I did not persuade many, but I probably changed a few peoples mind. The whole point of my speech was just to change at least one person's opinion. I felt that my main points were the best persuasive strategy in my speech. Usually when people are aware of the dangers of an activity most will quit doing the activity. The only thing I would change in my presentation would have to be more visual aids. I would bring pamphlets explaining alcoholism and pamphlets that tell about the dangers of alcohol. Speech and Communications

Types of poetry and example Analysis Essay Example For Students

Types of poetry and example Analysis Essay Narrative Poem Narrative poetry is a form of poetry that tells a story, often making use of the voices of a narrator and characters as well; the entire story is usually written in metered verse. The poems that make up this genre may be short or long, and the story it relates to may be complex. It is usually dramatic, with objectives, diverse characters, and meter. Narrative poems include epics, ballads, idylls, and lays. Some narrative poetry takes the form of a novel in verse. An example of this is The Ring and the Book by Robert Browning. In terms of narrative poetry, a romance is a narrative poem that tells a story of chivalry. Examples include the Romance of the Rose or Tennyson Idylls of the King. Although these examples use medieval and Arthur materials, romances may also tell stories from classical mythology. Examples: you Fill MY Days -Jack Ellison You fill my days with happiness With Joy I never knew There is no greater love my dear Than the love I feel for you You fill my days with kindness You set my poor heart free I cant begin to tell you How much you mean to me You fill my days with friendship The kind that lasts and lasts The purest kind of friendship What more could one man ask You fill my days with total Joy Like when I was Just a child The first time I could ride a bicycle The clown that made me smile You fill my days with quiet peace That blows my cares away With simple words of tenderness You brighten up my day But most of all sweet lady You fill my days with spice Im never bored when you are near My love its been a slice Peace Can Only Happen Bernard Barclay I cant change the way I feel But yes you can Go and watch a comedian And they will make an audience laugh l am not responsible for your emotions But yes you are Yell and scream at me and that will create anger Every action has a reaction A family that spends their lives Screaming at their children Teach their children to scream at other people A family that spends their time in anger Teach their children to be angry The family that teach their children to fight Put them on the road to fighting Each statement is true and yet is also false With life the child is also an actor in the play A child taught to hate can learn to love A child taught to fight can learn to care A child taught to play can learn to hate We live in a world where we can build peace But if you teach your child to fight Then we must teach ours to fight as well Peace can only happen when we all agree to peace. Little Moments Madison Imminently Do you ever have these thoughts? These scenarios that play on in your mind? They havent exactly happened yet but in your heart you wish they would Could Just be a simple conversation back and forth A glance across the table when our eyes seem to meet The way you gently place your hand on the small of my back as we enter the restaurant Driving down a road with no destination with music up high We will write a custom essay on Types of poetry and example Analysis specifically for you for only $16.38 $13.9/page Order now The windows down low When Im in the middle of saying something and you stop me in my tracks and kiss Its always these little movie clips These small moments that may be simple gestures but seem to leave the most impact and make you feel weightless Then reality hits and I find that a smile of pure joy has appeared on my face Descriptive Poem Descriptive poetry is the name given to a class of literature that belongs mainly to the 16th, 17th and 18th centuries in Europe. From the earliest times, all poetry not subjectively lyrical was apt to indulge in ornament which might be named secretive. But the critics of the 17th century formed a distinction between the representations of the ancients and those of the moderns. .udb214e051695c74d1fe927370fdd996b , .udb214e051695c74d1fe927370fdd996b .postImageUrl , .udb214e051695c74d1fe927370fdd996b .centered-text-area { min-height: 80px; position: relative; } .udb214e051695c74d1fe927370fdd996b , .udb214e051695c74d1fe927370fdd996b:hover , .udb214e051695c74d1fe927370fdd996b:visited , .udb214e051695c74d1fe927370fdd996b:active { border:0!important; } .udb214e051695c74d1fe927370fdd996b .clearfix:after { content: ""; display: table; clear: both; } .udb214e051695c74d1fe927370fdd996b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udb214e051695c74d1fe927370fdd996b:active , .udb214e051695c74d1fe927370fdd996b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udb214e051695c74d1fe927370fdd996b .centered-text-area { width: 100%; position: relative ; } .udb214e051695c74d1fe927370fdd996b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udb214e051695c74d1fe927370fdd996b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udb214e051695c74d1fe927370fdd996b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udb214e051695c74d1fe927370fdd996b:hover .ctaButton { background-color: #34495E!important; } .udb214e051695c74d1fe927370fdd996b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udb214e051695c74d1fe927370fdd996b .udb214e051695c74d1fe927370fdd996b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udb214e051695c74d1fe927370fdd996b:after { content: ""; display: block; clear: both; } READ: Dead Poets Society EssayBoiler stated that, while Virgil paints, Toast describes. This may be a useful indication in defining not what should, but what in practice has been called descriptive poetry. Descriptive poetry is poetry in which it is not imaginative passion that prevails, but a didactic purpose or even something of the instinct of a sublimated auctioneer. In other words, the landscape, architecture, still life or whatever may be the object of he poets attention, is not used as an accessory, but is itself the centre of interest. In this sense, it is not correct to call poetry in which description is only the occasional ornament of a poem and not its central subjec t, descriptive poetry. The landscape or still life must fill the canvas or, if human interest is introduced, that must be treated as an accessory Smoke -Henry David Thoreau Light-winged Smoke, Caring bird, Melting thy pinions in thy upward flight, Lark without song, and messenger of dawn, Circling above the hamlets as thy nest; Or else, departing dream, and shadowy form Of midnight vision, gathering up thy skirts; By night star-veiling, and by day Darkening the light and blotting out the sun; Go thou my incense upward from this hearth, And ask the gods to pardon this clear flame. Summer Shower -Emily Dickinson A drop fell on the apple tree, Another on the roof; A half a dozen kissed the eaves, And made the gables laugh. A few went out to help the brook, That went to help the sea. Myself conjectured, Were they pearls, What necklaces could be! The dust replaced in hoisted roads, The birds Josser sung; The sunshine threw his hat away, The orchards spangles hung. The breezes brought dejected lutes, And bathed them in the glee; The East put out a single flag, And signed the fete away. Perfect Woman -Henry Headwords Longfellow SHE was a phantom of delight When first she gleamed upon my sight; A lovely apparition, sent To be a moments ornament; Her eyes as stars of twilight fair; Like twilights, too, her dusky hair; But all things else about her drawn From May-time and the cheerful dawn; A dancing shape, an image gay, To haunt, to startle, and waylay. I saw her upon nearer view, A Spirit, yet a Woman too! Her household motions light and free, And steps of virgin liberty; A countenance in which did meet Sweet records, promises as sweet; A creature not too bright or good For human natures daily food; For transient sorrows, simple wiles, Praise, blame, love, kisses, tears, and smiles. And now I see with eye serene The very pulse of the machine; A being breathing thoughtful breath, A traveler between life and death; The reason firm, the temperate will, Endurance, foresight, strength, and skill; A perfect Woman, nobly planned, To warn, to comfort, and command; And yet a Spirit still, and bright With something of angelic light. Lyric Poetry Lyric poems typically express personal (often emotional) feelings and are traditionally spoken in the present tense. Modern examples often have specific rhyming schemes. Greek lyric poetry was defined by its musical accompaniment, and modern forms are sometimes also set to music or a beat Lyric Poetry consists of a poem, such as a sonnet or an ode that expresses the thoughts and feelings of the poet. The term lyric is now commonly referred to as the words to a song. Lyric poetry does not tell a story which portrays characters and actions. The lyric poet addresses the reader erectly, portraying his or her own feeling, state of mind, and perceptions. Dying I heard a fly buzz when I died; The stillness round my form Was like the stillness in the air Between the heaves of storm. The eyes beside had wrung them dry, And breaths were gathering sure For that last onset, when the king Be witnessed in his power. I willed my keepsakes, signed away What portion of me I Could make assignable,-and then There interposed a fly, With blue, uncertain, stumbling buzz, Between the light and me; And then the windows failed, and then I could not see to see. Part of Sonnet Number 18, William Shakespeare: Shall I compare thee to a summers day? Thou art lovelier and more temperate. Rough winds do shake the darling buds of May, And summers lease hath all too short a date. Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed, And every fair from fair sometime declines, By chance, or natures changing course untrimmed. I Felt a Funeral in my Brain I felt a Funeral, in my Brain, And Mourners to and fro Kept treading treading till it seemed That Sense was breaking through And when they all were seated, A Service, like a .uf3ca8a4effecce03e5d94e206ebbc514 , .uf3ca8a4effecce03e5d94e206ebbc514 .postImageUrl , .uf3ca8a4effecce03e5d94e206ebbc514 .centered-text-area { min-height: 80px; position: relative; } .uf3ca8a4effecce03e5d94e206ebbc514 , .uf3ca8a4effecce03e5d94e206ebbc514:hover , .uf3ca8a4effecce03e5d94e206ebbc514:visited , .uf3ca8a4effecce03e5d94e206ebbc514:active { border:0!important; } .uf3ca8a4effecce03e5d94e206ebbc514 .clearfix:after { content: ""; display: table; clear: both; } .uf3ca8a4effecce03e5d94e206ebbc514 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf3ca8a4effecce03e5d94e206ebbc514:active , .uf3ca8a4effecce03e5d94e206ebbc514:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf3ca8a4effecce03e5d94e206ebbc514 .centered-text-area { width: 100%; position: relative ; } .uf3ca8a4effecce03e5d94e206ebbc514 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf3ca8a4effecce03e5d94e206ebbc514 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf3ca8a4effecce03e5d94e206ebbc514 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf3ca8a4effecce03e5d94e206ebbc514:hover .ctaButton { background-color: #34495E!important; } .uf3ca8a4effecce03e5d94e206ebbc514 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf3ca8a4effecce03e5d94e206ebbc514 .uf3ca8a4effecce03e5d94e206ebbc514-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf3ca8a4effecce03e5d94e206ebbc514:after { content: ""; display: block; clear: both; } READ: Comparing Poetry EssayDrum -Kept beating beating till I thought My Mind was going numb And then I heard them lift a Box And creak across my Soul With those same Boots of Lead, again, Then Space began to toll, As all the Heavens were a Bell, And Being, but an Ear, And l, and Silence, some strange Race Wrecked, solitary, here And then a Plank in Reason, broke, And I dropped down, and down And hit a World, at every plunge, And Finished knowing then Epic Poetry Traditionally, an epic poem is a long, serious, poetic narrative about a significant event, often featuring a hero. Before the development of writing, epic poems were memorize and played an important part in main taining a record of the great deeds and history of a culture. Later, they were written down and the tradition for this kind of poem continued. Epics often feature the following: a hero who embodies the values of a culture or ethnic group; something vital that depends on the success of the heros actions; a broad setting, sometimes encompassing the entire world; intervention by supernatural beings. Examples of epics include Galoshes, the Odyssey, and Beowulf. Odyssey The opening book of the Homers Odyssey foreshadows what will happen in the next 23 books. Starting in the middle (after the invocation of the Muse), Book I quickly summarizes events leading to Ethanes appearance before the council of the gods to ask for help bringing Odysseus safely back to his kingdom of Ithaca: After the fall of Troy, the Greeks tried to sail home, but most of them, cursed by the gods, failed or met death upon their return. Not so Odysseus. Between the ten years of the Trojan War and the years Poseidon has spent blocking Odysseus homecoming, Telemeters, the infant son Odysseus left behind, has become a man, faced with the difficult task of staving off his mothers suitors. Now that Poseidon is on vacation, so to speak: But now that god Had gone off among the sunburns races, Most remote of men, at earths two verges, In sunset lands and lands of the rising sun, To be regaled by smoke of thighbones burning, Haunches of rams and bulls, a hundred fold. (From Fitzgerald translation. ) All the other gods support Athena. Jupiter dispatches the gods messenger, Hermes, to instruct the nymph Calypso to give up the man she has detained seven years. Meanwhile, Athena contrives to persuade Telemeters to take action. Disguising herself as a trusted family friend, Mentis, she descends to Ithaca to persuade Telemeters to hold an assembly, rebuke the suitors, and commission a boat with crew to travel throughout Heals seeking news of his father. Besides establishing the direction of the story and briefing the listener on recent events, the first book of the Odyssey presents a series of contrasts between the divine and mortal worlds and a parallel between Odysseus family and that of the leader of the Achaean forces at Troy, Agamemnon. The gods had warned Augustus against taking what was not his, but Augustus wouldnt listen. While the Achaeans fought the Trojan, Augustus took Agamemnon fife and kingdom of Mycenae for his own. He got his desserts when Agamemnon son Rooster killed him for murdering his father. Rooster revenge marks his transition to manhood and wins him his patrimony. It is important that Telemeters be willing to do the same: keep his mother safe for his father and kill the men who would steal his patrimony, should it become necessary. Just as Athena had to convene a meeting of the gods before putting her plan to work, so it is important for Telemeters to gain the backing of the Ithacan elders. Proper procedure must be followed.

Supply and Demand Simulation Essays

Supply and Demand Simulation Essays Supply and Demand Simulation Essay Supply and Demand Simulation Essay Supply and Demand Simulation Name: Course: Instructor: Institution: Date: Supply and Demand Simulation According to Adams (2002), microeconomics is the interaction and behavior of individual units in an economy. On the other hand, however, he says that macroeconomics looks at the economy as an aggregate. While microeconomics has a narrow view of the economy, macroeconomics looks at the economy from a broad perspective. In the simulation, for example, Atlantis city is a small and friendly city with adequate infrastructure, which makes it suitable to habit. This can be viewed as the macroeconomic viewpoint of the city since the analysis covers a broad spectrum. The simulation further indicates that there is a low traffic and very little pollution and low crime rate. This establishes a more narrow perspective of the city, looking at individual components of the city that makes it conducive living environment. Adequate infrastructure is also a generalized concept making it a macro economic viewpoint of the city. The mention of the parks and housing narrows down the field into two differen t sublets of infrastructure, that is, housing and recreational facilities (microeconomic concepts). A shift in the demand and supply curve can move to the right or to the left depending on different market forces. A shift to the right of the supply curve would indicate that there has been a subsequent increase in the supply of two-bedroom apartments. There was a shift in the demand curve to the right. This was due to an increase in demand affected by the fact that a new company, Lintech, moved to the city, and there was therefore a population increase and a subsequent increase in demand of two-bedroom apartments. The entry of new population had an in income, which made them prefer detached houses. Demand for two-bedroom apartments went down resulting to a shift in to the left in the demand curve. Goodlife went further and converted 400 apartments out of their 3200 into condominiums. This resulted in a shift in the supply curve to the left. Equilibrium is the point at which the demand and supply curve meet in the middle. This is the point at which the supply of goods and services is directly proportionate to the demand of the same goods and services. In this simulation, it would be the point at which the supply of apartments meets the market demand at a price set by the forces of demand and supply. The equilibrium price was initially at 1050 dollars, and the quantity supplied was 2000 apartment units. A shift to the right in the demand curve, occasioned by an increase in population from Lintech, increases the price of the units supply remaining constant. In terms of decision-making, it will be prudent for the supplier to increase the supply. However, change in the preferences of the consumers occasioned by an increase in income levels meant demand would decrease. The conversion of apartments into condominiums decreased the supply of the apartments. A decrease in demand of the two-bedroom apartments due to change in preferences lead to a decrease in supply, and therefore, the demand and the supply curves would shift to the left. What happens to the equilibrium rental rate and quantity will depend on which of the two effects is stronger. The shift in supply were more than the shift in demand, for example, it would mean that there would be a shortage at the equilibrium rental rate meaning that supply will be lower than what is demanded. Meaning, the company will have to offer fewer apartment units than the potential customer is willing to spend on them. The rental rate would have to go up so that the quantity demanded reduces until there is a reduction in shortage. This process goes on until a new equilibrium point is reach ed. The forces of demand and supply are extremely important in the business world. These forces are subject to various factors on the side of both the consumer and supplier. For example, an increase in demand will be subject to not only price, but also taste and preferences, the income level of the consumer market and even the size of the market. Increase of supply is also affected by various other factors such as price of related goods, size of population among others. In the phone industry, for example, the demand is mainly geared by pricing, but other factors must be put into play. Why would one consider buying an iPhone when it is deemed very expensive? It is simply because the Apple phone company has curved out a niche in providing excellent quality phones that are easy to use. It is therefore crucial to consider the market trends to ensure one’s products are always relevant. It is important to consider all these in one’s entrepreneurial ventures. Microeconomics, as aforementioned, deals and interacts with the individual units of the economy. In the real estate business, microeconomics will look at the various living conditions of different parts of the city and determine who lives there. Microeconomics may analyze the individual aspects that may affect an industry, for example, increase in earnings, population patterns and customer preferences in real estate. An affluent area will have fewer accommodation units directly proportionate to the few who earn high salaries, and less affluent areas will have more people due to the highly affordable housing units. Macroeconomics, on the other hand, would look at the economy from a broader perspective; it determines demand and supply in the whole city of Atlantis having the issues discussed in microeconomics under one umbrella. Equilibrium in essence would be a culmination of price and quantity determined at the micro level. Price elasticity of demand simply refers to customer’s responsiveness or sensitivity to changes in price (Ferrell Hartline, 2008). In the simulation, an increase in price led to a decrease in the demand of apartments. The simulation recommended that the price should be optimized to achieve maximum profits, while at the same time ensuring that the pricing would still be favorable to the customer. This is the point of equilibrium. Prices above this point would lead to surplus and prices below would lead to a shortage. The simulation has been effective in determining the effectiveness of the forces of demand and supply. References Adams, F. G. (2002). Macroeconomics for business and society: A developed/developing country perspective on the â€Å"new economy†. New Jersey: World Scientific. Ferrell, O. C., Hartline, M. D. (2008). Marketing strategy. Mason, OH: Thomson/South-Western.

Technology Education relevant to Curriculum Methods Article

Technology Education relevant to Curriculum Methods - Article Example In addition, it is important to note that the instructional technology is very important in the curriculum and knowledge accumulation amongst the students. This is because, when the instructional technology is employed, the curriculum can be individualized to suit the specific learning styles of different students (Scherer, 2011). This improves learning in a broader perspective amongst students. This article plays a critical role in molding the technological learners to become persons of commendable reputation in their future careers. This is evident in the instructional system relevant to the curriculum methods (Scherer, 2011). The article is very important in strengthening the curriculum methods relevant to technology education. This relates a lot towards some of the strengths vested in the article. For example, the article equips the students with lots of knowledge of the principles as well as practices of teaching and learning relevant t the field of technology (Scherer, 2011). I n addition, the article has greatly succeeded in articulating relevant curriculum documents that are very important to the students. These comprise of the manner in which the article has succeeded in instilling into students the ability to generate plans for lessons, as well as units of work in association with the contents of the curriculum documents.

Communication Essay Example | Topics and Well Written Essays - 500 words - 24

Communication - Essay Example Professional communication skills, especially strategic, leadership and organizational communication help individuals to develop competence in communication in their areas of expertise (Birkinshaw, 10). Most individuals who take up Masters’ degree classes in Communication are professionals seeking to enhance their knowledge in communication beyond basic communication. Aside from training students on essential communication skills, the institution works to instill a passion for theoretical and intellectual discovery that goes beyond the expectations of the course and the career objectives of students. The UCCS encourages students to undertake their own research into communication as a discipline. This research is supplementary to the lessons learnt in class that are ascribed to communication such as essential skills of effective communication and the application of these skills to different relevant settings (McKay & Martha, 79). According to the program’s homepage, the expectation upon graduation is that every student will possess an advanced and broad-based understanding and knowledge of the processes of communication and the theories concerning organizational communication relevant to the student’s area of interest. This is important, considering the fact that in any career, communication is imperative to performing well (Birkinshaw, 18). Knowledge and understanding of organizational communication enables a professional to relate well with his or her colleagues at the workplace. Issues such as the effective delivery of instructions espouse satisfactory performance, which leads to effectiveness in undertaking duties (Worth, 40). The program also intends to equip every student with communication skills. Communication skills entail the analysis of contexts and critical thinking. With regard to critical thinking, students are taught to process

Expectations Regarding the Role of Women by their Families Essay

Expectations Regarding the Role of Women by their Families - Essay Example In Chinese society, women were supposed to be submissive to their men as exemplified by the tradition of foot binding. While Steele and Major indicate that the idea behind foot binding was not a way of oppressing women, it is essential to point out that this activity is an act of the family’s expectation on women to be submissive to their families. In this case, foot binding was a painful process and the notion in Ancient China that women had to undergo this procedure appears as a way through which women had to submit to the requirements of the society and their families. In this case, the mother expected their girls to undergo this process while men would not marry women who did not undergo foot binding (Steele and Major 417). On the other hand, Indians expect women to submit to their husbands, and women who appear to be independent find it challenging to get a suitable person for marriage (Nanda 430). In a society whereby most marriages are arranged, Indians expect women to serve their husbands and families faithful without women being independent to make their decisions on the person they marry. By itself, the act of arranging marriages exemplifies the expectation of the family on women to submit to their family’s requirements, especially based on the family’s choice of suitor. This action is further extended upon marriage whereby the family expects a woman to be submissive and follow their family’s wishes. In ancient China, families expected women to be inferior to their male counterparts. In this case, foot binding was used as an approach of differentiating men from women and providing men with a chance to feel superior to their female counterparts who were crippled as a result of foot binding (Steele and Major 418). In line with this, it is the expectation of the family that a woman will remain inferior to their men, which boosted a man's ego. On the other hand, it is unlikely for an Indian man to marry a woman who is more educ ated than the man (Nanda 429).  

Changes to Britains Landscape

Changes to Britains Landscape The past few decades have witnessed an explosion of concern about the ways in which the countryside is changing in Britain. This burgeoning of interest seems to revolve around one main set of issues relating to resource use and management and to issues about the conservation of the natural environment and landscape. This can be seen in the House of Lords report (1990: 7) on the future of rural society, recognising that, while ‘historically, rural communities have been based on the exploitation of the natural resources of the countryside †¦, now priorities have changed’. Therefore, this essay aims to investigate the changes that have occurred in the British landscape since the post-war period, the reasons for these changes, and the likely future trajectory of change and policy implications. This will be done by looking at agriculture, migration and tourism as factors of environmental change in the British countryside. The many changes in agriculture since 1945 can be aptly described as revolutionary in that farming at the beginning of the twenty-first century is a vastly different proposition than at the beginning of the twentieth century. A transformation covering all farming systems has been effected through the interaction of numerous factors. The overwhelming commitment of government to aid and subsidise agriculture has been vital in helping to stabilise the industry. The growing wealth of the nation as a whole increased demand, especially for ‘luxury’ foods. There has been a ‘green’ revolution in which new techniques have supplanted old traditions, with mechanisation becoming commonplace. The decline of the general agricultural labourer has continued – to be replaced by fewer skilled workers operating new machinery or working as a specialist in a particular branch of farming. In terms of production, the extent of the revolution can be gauged from such statisti cs as the doubling of the wheat yield between 1915/19 and 1965/9, the doubling of milk and egg production between 1935/9 and 1970/4, the overall two and a half times increase in the national net output between 1937/9 and 1971/3 (Donaldson, 1972), and a four-fold rise in wheat production from the late 1940s to the early 1980s, and a 30 percent increase in the production of beef and pork during the same period (Soper, 1986). The effects upon the landscape of post-1945 changes in agriculture were described for West Berkshire by Bowers and Cheshire (1983: 29 – 51) who stressed the role played by subsidies paid to farmers. Their study area included both clay vale and chalk downlands which were studied by air photographs and ground survey and can be taken as representative of much larger trends occurring nationwide. Between 1947 and 1976 the area had lost over one-third of its hedges, half its footpaths and tracks and nearly two-thirds of its ponds. There was a small decline in the area under woodland whilst the total amount of farmland had decreased slightly as a result of residential and recreational growth. Within agriculture itself permanent pasture had fallen by nearly 80 percent, being replaced by cereals and a substantial area of oilseed rape. The number of farms in the area fell from 19 in 1947 to 12 in 1981. The great increase in the area under arable meant that chalk downland pasture was com pletely eliminated. This typifies a general trend throughout most of Britain toward a more open, less enclosed countryside, much different from that of the previous centuries, where many of the major landscape types have been altered, with deterioration occurring more widely and to a greater degree than at any other time in modern history (Bowers and Cheshire, 1983: 48). The greatest visual change in the landscape was the loss of pasture and its replacement by cereals being grown in enlarged fields. This enlargement had been at the expense of hedgerows, of which 55km out of 129km in the study area discussed above had been removed between 1941 and 1981. The loss of hedgerows was identified as being part of a vicious circle (Bowers and Cheshire, 1983: 39). Rising rents and land prices promoted intensification, leading to greater use of capital which, in turn, was favoured by subsidies on capital inputs. The subsidies have also promoted the use of chemical inputs and mechanisation, producing further intensification and landscape change (e.g. Cox et al., 1986). The arable monoculture that has been the result of this intensification requires few stock-proof barriers and is operated by means of larger machines which need bigger fields. Hence, there has been little incentive to retain hedges, especially as they require maintenance and so would require addit ional expense to pay for the extra work required. This degradation of the land stock should be halted and sustainable agricultural practices implemented through the involvement of farmers in decision making as well as policy implementation. Along with changes in agricultural practices, it is the resurgence of population growth in rural areas that constitutes a key cause of fundamental changes that are now occurring in the countryside. Forty years ago discussion of rural affairs was dominated by the issue of depopulation, however, the rural population turnaround identified in the 1970s has become the dominant pattern of contemporary rural population change. The underbounding of urban areas and local metropolitan decentralisation represents most clearly this new post-industrial settlement pattern. The statistical evidence marshalled for the UK points to a definite change in population trends affecting extensive rural zones, and this is not just limited to the fringes of larger cities. An analysis has demonstrated the large scale of the turnaround in the most rural parts of Britain, which had a population growth rate of 8.9 percentage points above the national average between the 1971 and 1981 Censuses, compared with one 5 .5 points below the average in 1951-61 (Champion, 1989). This population growth has taken the form of conversion of old agricultural buildings, development of unused farmland and the encroachment of housing onto pristine ‘greenfield’ sites. The surrounding countryside has also been changed due to the high level of infrastructure and services which this new population group requires. Another type of usage of rural localities causing major conservation issues is tourism. Rural tourism, which goes hand-in-hand with urban-rural population migration, however, is not a discrete activity divorced from other forms of leisure activity. Visitors on holiday in rural areas may spend some of their time visiting towns or resorts. This relationship between tourism in rural areas and other places is important, and holds part of the answer to addressing the problems. The countryside is an important resource for tourism in Britain, attracting a quarter of all domestic holiday nights and a third of all day trips. British people take some 10 million holidays and spend some 45 million nights in the English countryside as well as making over 1,000 million day visits. Up to a half of England’s 20 million overseas visitors also visit the countryside while they are in England and place a high value on its attractiveness (Countryside Commission, 1995). With the decline in agricultural employment, many rural areas are looking to tourism to make an even greater contribution in the future. However, as well as bringing social and economic benefits to the countryside, tourism can also brings costs, through intrusive development, traffic congestion, erosion and disturbance to wildlife and local people. Such problems are often compacted due to their highly local and seasonal nature. With the problems above outlined, it is clear that there is a need for a policy of sustainable use of the British countryside, which integrates the problems associated with modern agriculture, tourism and urban-rural migration. The Environment Act (HMSO, 1995) has gone some way to mitigating these issues, but there is still work to be done in the new millennium. The problem of climate change will likely exacerbate an already delicate ecological situation in some localities, with increased temperatures and reduced rainfalls. There is also the question of whether the encroachment of rural development upon natural resources can be halted, either through regulation of planning laws or the development of sustainable consumption, ecotourism and environmentally friendly technology. These initiatives may be stifled under the current regime of agricultural subsidies and ignorance toward greenfield development which plagues the current system. At all levels, use of rural areas must become sust ainable if they are to remain as productive as they have been since 1945, while maintaining their ecological integrity for the benefit of future generations. References: Bowers, J. K., Cheshire, P. (1983) Agriculture, the countryside and land use, Methuen, London. Champion, A. G. (1989) Counterurbanisation: The changing pace and nature of population decentralisation, Edward Arnold, London. Countryside Commission (1995) Sustainable rural tourism, HMSO, London. Cox, G., Lowe, P., Winter, M. (1986) The state of the farmer: perspectives on agricultural policy, in Cox, G., Lowe, P., Winter, M. (eds), Agriculture, people and policies, Allen Unwin, London, pp. 1 19. Donaldson, J. G. S. (1972) Farming in Britain Today, Penguin, Harmondsworth. HMSO (1995) The Environment White Paper, HMSO, London. House of Lords (1990) The future of rural society, HMSO, London. Soper, M.R.H. (1986) British agriculture today, Association of Agriculture, London.

Ted Bundy & terror

Ted Bundy was a terror for girls and women in 1970’s. He was a serial killer and a rapist who is believed to have ruthlessly murdered more than 20 girls from 1974-1979. Theodore Robert Cowell was born on November 24, 1946 to Eleanor Louise Cowell in a Vermont residential home for unwed mothers.His grandparents were introduced to him as his parents and his mother as his elder sister since she was unmarried. â€Å"Some, perhaps searching for some cause to Bundy's future actions, feel that Bundy's grandfather, Sam, may actually have fathered Ted out of an incestious relationship with Eleanor.The resulting confusion was the only known possbile truama in the young boy's life† (â€Å"Predator; Ted Bundy† BEGINNINGS). Eleanor married Johnnie Bundy on May 19, 1951 and Theodore Robert Cowell adopted Bundy as his last name. Bundy did not have any unpleasant experience in his childhood (â€Å"Predator; Ted Bundy† BEGINNINGS). By the time of his graduation Bundy had b ecome a stealer. He met his love Stephanie Brooks during his studies at the University of Washington. Even though love blossomed in their relationship it was not long that the couple broke off.â€Å"Bundy's lack of confidence and tendency toward manipulation had ruined the relationship† (â€Å"Predator; Ted Bundy† BEGINNINGS). Many of his victims are said to resemble Brooks who had a major impact on him. Bundy returned to his birthplace in 1969 and discovered the facts about his mother. He returned to the University of Washington. Another woman Liz Kendall entered his life and filled it with love. He had everything in his life by 1973- a degree in psychology, a loving partner and an impressive job with the Washington State Republican Party (â€Å"Predator; Ted Bundy† BEGINNINGS).Bundy became a brutal murderer by the end of 1973. He killed a number of girls in Washington. His first victim was 15 year old Kathy Devine. He abducted her on November 25, 1973 in a gre en pick-up and her body was recovered on December 6. Joni Lenz, his next victim, however was not killed though she suffered from brain damage and internal organ injuries. Lynda Ann Healy was abducted from her home on February 1, 1974 and never seen again. His next victims were Donna Manson, Susan Rancourt, Kathy Parks, Brenda Ball, Georgean Hawkins, Brenda Baker.All girls aged 15-19 years and Bundy followed a similar course of events in killing them- abduction and killing. Bundy carried on his inhuman routine and killed Janice Ott and Denise Naslund on July 14 at Lake Sammamish State Park. This time police could figure out a sketch and name Ted (though suspected to be unreal at first) of the criminal with the help of the people around (â€Å"Predator; Ted Bundy† SERIAL KILLER IN WASHINGTON). Bundy went to Utah after killing about 11 young girls in Washington. He carried on his fury in Utah and claimed his first victim 16 year old Nancy Wilcox on October 2, 1974.Bundy raped, h it and murdered Melissa Smith and Laurie Aimee both 17 year old teenagers later in the month. He then tried to kidnap Carol DeRonch but she was lucky to escape. He was however successful in abducting another girl, Debbie Kent, later in the day who was not lucky like DeRonch. His next victims were Caryn Campbell, Julie Cunningham, Denise Oliverson, Melanie Cooley, Lynette Culver, Susan Curtis, Shelley Robertson, Nancy Baird and Debbie Smith. Most of the girls’ bodies were not recovered and those recovered were mostly nude and severely injured (â€Å"Predator; Ted Bundy† BUNDY GOES TO UTAH).Bob Haywood, Utah Highway Patrol Officer, suspected a VW in Granger, Utah and tried to have a look into it. The driver drove the vehicle away but was caught soon by Haywood. Driver was identified as Ted Bundy and officer found several doubtful things in his car like burglary tools, a mask made of panty hose, an icepick, and handcuffs. Bundy had come under police scanner and they tried to figure out his link with the abduction of DeRonch. DeRonch could not identify Bundy but a teacher at school from where Kent disappeared identified him. He was held in relation to DeRonch attack.Deronch later identified him and he was sent to jail for 1-15 years. He was then tried for the murder of Caryn Campbell. Police found her hair in Bundy’s VW. Bundy was defending himself in the case and while on the visit to the courthouse law library on June 7, 1977 escaped jumping from a two storey window. He was arrested again after 6 days of freedom. â€Å"On December 30, 1977, he hacked his way through an old welded light fixture in his cell ceiling and crawled through to a deputies living quarters, put on some civilian clothes and walked out.He made his way to Vail, Colorado, took a bus to Denver, and boarded a plane to Chicago. † He finally fled to Florida (â€Å"Predator; Ted Bundy† ARREST†¦ AND ESCAPE). Bundy could not resist his killer temptation for lon g and attacked 4 girls on the night of January 14, 1978- Lisa Levy, Margaret Bowman, Karen Chandler, and Kathy Kleiner. Two of them were killed and other two survived. He also claimed the life of Cheryl Thomas the same night. All of the girls were ruthlessly beaten, raped and strangled. He abducted and killed another girl Kimberly Ann Leach on February 9 Feb 2008.He stole VW again to escape but was soon arrested after some struggle and attempted fleeing (â€Å"Predator; Ted Bundy† ON THE RUN IN FLORIDA). Bundy was tried for the murders in Florida and convicted on July 23. â€Å"the bite marks on Levy's buttock and Nita Neary's eyewitness identification were too much to be overcome. Five days late the penalty phase began. Character witnesses were called by both sides including Mary Louise Bundy for the defense† (â€Å"Predator; Ted Bundy† LAST DAYS). On July 31 the verdict of death sentence came Bundy’s way.The state of Florida tried Bundy for Leachâ€℠¢s murder and he was again convicted and sentenced to death. Bundy married Carol Ann Boone in the court who later gave birth to his daughter in October 1982. Bundy never admitted defeat and tried till end to escape his death sentence. Bundy’s death sentence was executed on January 24, 1989. He was electrocuted and declared dead at 7:16 am (â€Å"Predator; Ted Bundy† LAST DAYS). Fig. 1 (â€Å"Predator; Ted Bundy† LAST DAYS). Works Cited â€Å"Predator; Ted Bundy. † tedbundy. 150m. com. 22 July, 2008

Every Learner Matters Essay

Its main aims are for every child, whatever their background or circumstances, to have the support they need to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being Race Relations Act 1976 & 2000- Places a statutory duty on schools/colleges to promote race equality. Disability Discrimination Act 1995 & 2005 – Protects the rights of all those with disabilities. Eliminate barriers to ensure that individuals can gain access to equal services. Children’s Act 1989 ; 2004 – The Children Act 1989 aimed to ensure that the elfare of the child was paramount, working in partnership with parents to protect the child from harm. Child care Act 2006 – The Act improving the Every Child Matters outcomes for pre- school children, childcare for working parents ; parental information services SEN Code of Practice 2001- The code is designed to help these bodies to make effective decisions regarding children with SEN. It does not (and could not) tell them what to do in each individual case. Human Rights Act 1998 – Sets out the rights of all individuals and allows them to take action against authorities when their rights have been affected. UNCRC 1989 – The Convention says that every child has: The right to a childhood (including protection from harm) The right to be educated (including all girls and boys completing primary school) The right to be healthy (including having clean water, nutritious food and medical care) The right to be treated fairly (including changing laws and practices that are unfair on children) The right to be heard (including considering children’s views) Equality Act 2006/10- To protect the rights of individuals and advance equality of opportunity for all. Gender Recognition Act 2004 – This allows transsexual people to change their egal gender. Race Relations Act 1 000/3 – Outlines the duty ot organisations to promote good relationships between people from different races. Employment Equality Regs 2003 -Which prohibited employers unreasonably discriminating against employees on grounds of sexual orientation, religion or belief and age. Anti-Harassment Act 1997 – This act was to make provision for protecting persons from harassment and similar conduct. Data Protection Act 1998 – If you handle personal information about individuals, you have a number of legal obligations to protect that information. Special Educational Needs & Disability Act 2001 – Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. ? Human Rights Act 1998 – The United Nations for set this standard on Human Rights in 1948, it was accepted by many countries high lightening that all humans have the same rights. Sex Discrimination Act 1975 and 1986 – Makes it unlawful to discriminate against an individual on the grounds of gender and marriage, and promotes sexual equality within employment, education, advertising, and provision of housing, goods, services and facilities.

Sequences on SAT Math Complete Strategy and Review

Sequences on SAT Math Complete Strategy and Review SAT / ACT Prep Online Guides and Tips A series of numbers that follows a particular pattern is called a sequence. Sometimes, each new term is found by adding or subtracting a certain constant, sometimes by multiplying or dividing. So long as the pattern is the same for every new term, the numbers are said to lie in a sequence. Sequence questions will have multiple moving parts and pieces, and you will always have several different options to choose from in order to solve the problem. We’ll walk through all the methods for solving sequence questions, as well as the pros and cons for each. You will likely see two sequence questions on any given SAT, so keep this in mind as you find your perfect balance between time strategies and memorization. This will be your complete guide to SAT sequence problemsthe types of sequences you’ll see, the typical sequence questions that appear on the SAT, and the best ways to solve these types of problems for your particular SAT test taking strategies. What Are Sequences? You will see two different types of sequences on the SATarithmetic and geometric. An arithmetic sequence is a sequence wherein each successive term is found by adding or subtracting a constant value. The difference between each termfound by subtracting any two pairs of neighboring termsis called $d$, the common difference. 14, 11, 8, 5†¦ is an arithmetic sequence with a common difference of -3. We can find the $d$ by subtracting any two pairs of numbers in the sequence, so long as the numbers are next to one another. $11 - 14 = -3$ $8 - 11 = -3$ $5 - 8 = -3$ 14, 17, 20, 23... is an arithmetic sequence in which the common difference is +3. We can find this $d$ by again subtracting pairs of numbers in the sequence. $17 - 14 = 3$ $20 - 17 = 3$ $23 - 20 = 3$ A geometric sequence is a sequence of numbers in which each new term is found by multiplying or dividing the previous term by a constant value. The difference between each termfound by dividing any neighboring pair of termsis called $r$, the common ratio. 64, 16, 4, 1, †¦ is a geometric sequence in which the common ratio is $1/4$. We can find the $r$ by dividing any pair of numbers in the sequence, so long as they are next to one another. $16/64 = 1/4$ $4/16 = 1/4$ $1/4 = 1/4$ Ready...set...let's talk sequence formulas! Sequence Formulas Luckily for us, sequences are entirely regular. This means that we can use formulas to find any piece of them we choose, such as the first term, the nth term, or the sum of all our terms. Do keep in mind, though, that there are pros and cons for memorizing formulas. Prosformulas provide you with a quick way to find your answers. You do not have to write out the full sequence by hand or spend your limited test-taking time tallying your numbers (and potentially entering them wrong into your calculator). Consit can be easy to remember a formula incorrectly, which would be worse than not having a formula at all. It also is an expense of brainpower to memorize formulas. If you are someone who prefers to work with formulas, definitely go ahead and learn them! But if you despise using formulas or worry that you will not remember them accurately, then you are still in luck. Most SAT sequence problems can be solved longhand if you have the time to spare, so you will not have to concern yourself with memorizing your formulas. That all being said, it’s important to understand why the formulas work, even if you do not plan to memorize them. So let’s take a look. Arithmetic Sequence Formulas $$a_n = a_1 + (n - 1)d$$ $$\Sum \terms = (n/2)(a_1 + a_n)$$ These are our two important arithmetic sequence formulas. We’ll look at them one at a time to see why they work and when to use them on the test. Terms Formula $a_n = a_1 + (n - 1)d$ This formula allows you to find any individual piece of your arithmetic sequencethe 1st term, the nth term, or the common difference. First, we’ll look at why it works and then look at some problems in action. $a_1$ is the first term in our sequence. Though the sequence can go on infinitely, we will always have a starting point at our first term. (Note: you can also assign any term to be your first term if you need to. We’ll look at how and why we can do this in one of our examples.) $a_n$ represents any missing term we want to isolate. For instance, this could be the 4th term, the 58th, or the 202nd. So why does this formula work? Imagine that we wanted to find the 2nd term in a sequence. Well each new term is found by adding the common difference, or $d$. This means that the second term would be: $a_2 = a_1 + d$ And we would then find the 3rd term in the sequence by adding another $d$ to our existing $a_2$. So our 3rd term would be: $a_3 = (a_1 + d) + d$ Or, in other words: $a_3 = a_1 + 2d$ If we keep going, the 4th term of the sequencefound by adding another $d$ to our existing third termwould continue this pattern: $a_4 = (a_1 + 2d) + d$ $a_4 = a_1 + 3d$ We can see that each term in the sequence is found by adding the first term, $a_1$, to a $d$ that is multiplied by $n - 1$. (The 3rd term is $2d$, the 4th term is $3d$, etc.) So now that we know why the formula works, let’s look at it in action. Now, there are two ways to solve this problemusing the formula, or simply counting. Let’s look at both methods. Method 1arithmetic sequence formula If we use our formula for arithmetic sequences, we can find our $a_n$ (in this case $a_12$). So let us simply plug in our numbers for $a_1$ and $d$. $a_n = a_1 + (n - 1)d$ $a_12 = 4 + (12 - 1)7$ $a_12 = 4 + (11)7$ $a_12 = 4 + 77$ $a_12 = 81$ Our final answer is B, 81. Method 2counting Because the difference between each term is regular, we can find that difference by simply adding our $d$ to each successive term until we reach our 12th term. Of course, this method will take a little more time than simply using the formula, and it is easy to lose track of your place. The test makers know this and will provide answers that are one or two places off, so make sure to keep your work organized so that you do not fall for bait answers. First, line up your twelve terms and then fill in the blanks by adding 7 to each new term. 4, 11, 18, ___, ___, ___, ___, ___, ___, ___, ___, ___ 4, 11, 18, 25, ___, ___, ___, ___, ___, ___, ___, ___ 4, 11, 18, 25, 32, ___, ___, ___, ___, ___, ___, ___ And so on, until you get: 4, 11, 18, 25, 32, 39, 46, 53, 60, 67, 74, 81 Again, the 12th term is B, 81. Sum Formula $\Sum \terms = (n/2)(a_1 + a_n)$ Our second arithmetic sequence formula tells us the sum of a set of our terms in a sequence, from the first term ($a_1$) to the nth term ($a_n$). Basically, we do this by multiplying the number of terms, $n$, by the average of the first term and the nth term. Why does this formula work? Well let’s look at an arithmetic sequence in action: 10, 16, 22, 28, 34, 40 This is an arithmetic sequence with a common difference, $d$, of 6. A neat trick you can do with any arithmetic sequence is to take the sum of the pairs of terms, starting from the outsides in. Each pair will have the same exact sum. So you can see that the sum of the sequence is $50 * 3 = 150$. In other words, we are taking the sum of our first term and our nth term (in this case, 40 is our 6th term) and multiplying it by half of $n$ (in this case $6/2 = 3$). Another way to think of it is to take the average of our first and nth terms${10 + 40}/2 = 25$ and then multiply that value by the number of terms in the sequence$25 * 6 = 150$. Either way, you are using the same basic formula. How you like to think of the equation and whether or not you prefer $(n/2)(a_1 + a_n)$ or $n({a_1 + a_n}/2)$, is completely up to you. Now let’s look at the formula in action. Kyle started a new job as a telemarketer and, every day, he is supposed to make 3 more phone calls than the day previous. If he made 10 phone calls his first day, and he meets his goal, how many total phone calls does he make in his first two weeks, if he works every single day? 413 416 426 429 489 As with almost all sequence questions on the SAT, we have the choice to use our formulas or do the problem longhand. Let’s try both ways. Method 1formulas We know that our formula for arithmetic sequence sums is: $\Sum = (n/2)(a_1 + a_n)$ But, we must first find the value of our $a_n$ in order to use this formula. Once again, we can do this via our first arithmetic sequence formula, or we can find it by hand. As we are already using formulas, let us use our first formula. $a_n = a_1 + (n - 1)d$ We are told that Kyle makes 10 phone calls on his first day, so our $a_1$ is 10. We also know that he makes 3 more calls every day, for a total of 2 full weeks (14 days), which means our $d$ is 3 and our $n$ is 14. We have all our pieces to complete this first formula. $a_n = a_1 + (n - 1)d$ $a_14 = 10 + (14 - 1)3$ $a_14 = 10 + (13)3$ $a_14 = 10 + 39$ $a_14 = 49$ And now that we have our value for $a_n$ (in this case $a_14$), we can complete our sum formula. $(n/2)(a_1 + a_n)$ $(14/2)(10 + 49)$ $7(59)$ $413$ Our final answer is A, 413. Method 2longhand Alternatively, we can solve this problem by doing it longhand. It will take a little longer, but this way also carries less risk of incorrectly remember our formulas. As always, how you choose to solve these problems is completely up to you. First, let us write out our sequence, beginning with 10 and adding 3 to each subsequence number, until we find our nth (14th) term. 10, 13, 16, 19, 22, 25, 28, 31, 34, 37, 40, 43, 46, 49 Now, we can either add them up all by hand$10 + 13 + 16 + 19 + 22 + 25 + 28 + 31 + 34 + 37 + 40 + 43 + 46 + 49 = 413$ Or we can use our arithmetic sequence sum trick and divide the sequence into pairs. We can see that there are 7 pairs of 59, so $7 * 59 = 413$. Again, our final answer is A, 413. Only one more formula to go. Almost there! Geometric Sequence Formulas $$a_n = a_1( r^{n - 1})$$ (Note: while there is a formula to find the sum of a geometric sequence, but you will never be asked to find this on the SAT, and so it is not included in this guide.) As with the first arithmetic sequence formula, this formula will allow you to find any number of missing pieces, including your 1st term, your nth term, or your $r$. And, as always with sequences, you have the choice of whether to solve your problem longhand or with a formula. Method 1formula If you’re one for memorizing formulas, we can simply plug in our values into our equation in place of $a_n$, $n$, and $r$ in order to solve for $a_1$. We are told that Mr. Smith has 1 dollar 5 days later, which would be the 6th day (meaning our $n$ is 6), and that the ratio between each term is $1/4$. $a_n = a_1( r^{n - 1})$ $1 = a_1({1/4}^{6 - 1})$ $1 = a_1({1/4}^5)$ $1 = a_1(0.00097656)$ $1/0.00097656 = a_1$ $1024 = a_1$ So the 1st term in the sequence is 1024, which means that Mr. Smith starts with $1024 on Monday morning. Our final answer is 1024. Method 2longhand Alternatively, we can, as always, solve them problem by hand. First, set out our number of terms in order to keep track of them, with our 7th term, $1, last. ___, ___, ___, ___, ___, 1 Now, because our ratio is $1/4$ and we are working backwards, we must multiply each term by 4. (Why? Because ${1/{(1/4)} = 1 * 4$, according to the rules of fractions). ___, ___, ___, ___, 4, 1 ___, ___, ___, 16, 4, 1 And, if we keep going, we will eventually get: 1024, 256, 64, 16, 4, 1 Which means that we can see that our 1st term is 1024. Again, our final answer is 1024. As with all sequence solving methods, there are benefits and drawbacks to solving the question in each way. If you choose to use formulas, make very sure you can remember them exactly. And if you solve the questions by hand, be very careful to find the exact number of terms in the sequence. It can be all too easy to accidentally find one term more or fewer if you’re not carefully labeling or otherwise keeping track of your terms. I'm preeeeetty sure it's not a proper math formula unless mystery variables and exploding test tubes are involved somehow. Typical SAT Sequences Questions Because all sequence questions on the SAT can be solved without the use or knowledge of sequence formulas, the test-makers will only ever ask you for a limited number of terms or the sum of a small number of terms (usually 12 or fewer). As we saw above, you may be asked to find the 1st term in a sequence, the nth term, the difference between your terms (whether a common difference, $d$, or a common ratio, $r$), or the sum of your terms (in arithmetic sequences only). You also may be asked to find an unusual twist on a sequence question that combines your knowledge of sequences or your knowledge of sequences and other SAT math topics. For example: Again, let us look at both formulaic and longhand methods for how to solve a problem like this. Method 1formulas We are told that the ratio between the terms in our sequence is 2:1, successive term to previous term. This means that our common ratio is 2, as each term is being multiplied by 2 in order to find the next term. (Note: if you are not familiar with ratios, check out our guide to SAT ratios.) Now, we can find the ratio between our 8th and 5th terms in a few different ways, but the simplest waywhile still using formulasis simply to reassign our 5th term as our 1st term instead. This would then make our 8th term become our 4th term. (Why the 4th term? The 5th and 8th terms are 3 spaces from each other5th to 6th, 6th to 7th, and 7th to 8thwhich means our 1st term must be 3 spaces from our new nth term1st to 2nd, 2nd to 3rd, 3rd to 4th). Once we’ve designated our 5th term as our 1st term, we can use the strategy of plugging in numbers and assign a random value for our $a_1$. Then we will plug in our known values of $r$ (2) and $n$ (3) so that we can find our $a_n$. Let us call $a_1$ 4. (Why 4? Why not!) $a_n = a_1( r^{n - 1})$ $a_4 = 4(2^{4 - 1})$ $a_4 = 4(2^3)$ $a_4 = 4(8)$ $a_4 = 32$ So the ratio between our 4th term and our 1st term (the equivalent of the ratio to our 8th term and our 5th term) is: $32:4$ Or, when we reduce: $8:1$ The ratio between our 8th term and our 5th term is $8:1$ Our final answer is C, $8:1$. As you can see, this problem was tricky because we had to reassign our terms and use our own numbers before we even considered having to use our formulas. Let us look at this problem were we to solve it longhand instead. Method 2longhand If we choose to solve this problem longhand, we will not have to concern ourselves with reassigning our terms, but we will still have to understand that there are 3 spaces between our 8th and our 5th terms (8th to 7th, 7th to 6th, and 6th to 5th). Since we used the technique of plugging in our own numbers last time, let us use algebra for our longhand method. We know that each term is found by doubling the previous term. So let us say that our 5th term is $x$. ___, ___, ___, ___, x, ___, ___, ___ This would make our 6th term $2x$. ___, ___, ___, ___, x, 2x, ___, ___ And we can continue down the line until we get: ___, ___, ___, ___, x, 2x, 4x, 8x This means that our ratio between our 8th term and our 5th term is: $8x:x$ Or, in other words: $8:1$ Our final answer is, again, C, $8:1$. Again, you always have the choice to use formulas or longhand to solve these questions and how you prioritize your time (and/or how careful you are with your calculations) will ultimately decide which method you use. Now let's take a look at our SAT sequence question strategies. Tips For Solving Sequence Questions Sequence questions can be somewhat tricky and arduous to work through, so keep in mind these SAT math tips on sequences as you go through your studies: 1) Decide before test day whether or not you will use the sequence formulas Before you go through the effort of committing your formulas to memory, think about the kind of test-taker you are. If you are someone who loves to use formulas, then go ahead and memorize them now. Most sequence questions will go much faster once you have gotten used to using your formula. However, if you would rather dedicate your time and brainpower to other math topics or if you would simply rather solve sequence questions longhand, then don’t worry about your formulas! Don’t even bother to try to remember themjust decide here and now not to use them and save your mental energy for other pursuits. Unless you can be sure to remember themcorrectly, formulas will hinder more than help you on test day. So make the decision now to either memorize your formulas or forget about them entirely. 2) Write your values down and keep your work organized Though many calculators can perform long strings of calculations, sequence questions by definition involve many different values and terms. Small errors in your work can cause a cascade effect and one mistyped digit in your calculator can throw off your work completely. Even worse, you won’t know where the error happened if you do not keep track of your values. Always write down your values and label your terms in order to prevent a misstep somewhere down the line. 3) Keep careful track of your timing No matter how you solve a sequence question, these types of problems will generally take you more time than other math questions on the SAT. For this reason, most sequence questions are located in the last third of any particular SAT math section, which means the test-makers think of sequences as a â€Å"high difficulty† level problem. Time is your most valuable asset on the SAT, so always make sure you are using yours wisely. If you feel you can (accurately) answer two other math questions in the time it takes you to answer one sequence question, then maximize your point gain by focusing on the other two questions. Always remember that each question on the SAT math section is worth the same amount of points and you will get dinged if you get a question wrong. Prioritize both your quantity of answered questions as well as your accuracy, and don’t let your time run out trying to solve one problem. If you feel that you can answer a sequence problem quickly, go ahead! But if you feel it will take up too much time, move on and come back to it later (or skip it entirely, if you need to). No matter which method you choose to use, trust that you'll find the one that best suits your needs and abilities. Test Your Knowledge Now let’s test your sequence knowledge with real SAT math problems. 1) 2) What is the sum of the first 10 terms in the arithmetic sequence that begins:13, 21, 29,... 450 458 474 482 490 3) Answers: 200, E, 2035 Answer Explanations: 1) The number of squirrels triples every three years, so this is a geometric sequence. As always, we can either count longhand or use our formulas. Let’s look at each way. We first need to count how many times three years has passed between 1990 and 1999. Including the year 1990 and the year 1999, there are 4 terms for every 3 years between 1990 and 1999. 1990, 1993, 1996, 1999 This means that 1999 is our 4th term and 1990 is our 1st term. Now let’s plug in our values into our formula. $a_n = a_1( r^{n - 1})$ $5400 = a_1(3^{4-1})$ $5400 = a_1(3^3)$ $5400 = a_1(27)$ $200 = a_1$ Our first term is 200. There were 200 squirrels in 1990. Alternatively, we can simply find the number of squirrels in 1990 by counting by hand. Again, we need to find the number of groups of 3 years between 1990 and 1999, inclusive. 1990, 1993, 1996, 1999 Now, let us plug in our known value for 1999 and find the rest of our terms by dividing each term by 3. ___, ___, ___, 5400 ___, ___, 1800, 5400 And so on, until you get: 200, 600, 1800, 5400 Again, our first term is 200. There were 200 squirrels in 1990. 2) We are asked to find the sum of this arithmetic sequence, which means we can either use our formula or count our sequence by hand. Method 1formulas First, we need to determine our common difference, $d$, in the sequence. To do so, let us subtract one of our neighboring pairs of numbers. $21 - 13 = 8$ Before we can find our sum, however, we must find our $a_10$. This means we need to use our first arithmetic sequence formula: $a_n = a_1 + (n - 1)d$ $a_10 = 13 + (10 - 1)8$ $a_10 = 13 + 72$ $a_10 = 85$ Now that we know our $d$ and our $a_10$, we can plug in our values to find our sum. $(n/2)(a_1 + a_n)$ $(10/5)(13 + 85)$ $(5)(98)$ $490$ Our final answer is E, 490. Method 2counting If you do not want to remember or use your formulas, you can always find your answer by counting. First, we must still determine our $d$ by subtracting our neighboring terms: $29 - 21 = 8$ Now, we can find the value of all our terms by continuing to add 8 to each new term until we reach our 10th term. 13, 21, 29, ___, ___, ___, ___, ___, ___, ___ 13, 21, 29, 37, ___, ___, ___, ___, ___, ___ 13, 21, 29, 37, 45, ___, ___, ___, ___, ___ And so on, until we finally get: 13, 21, 29, 37, 45, 53, 61, 69, 77, 85 Now, we can either add them up individually ($13 + 21 + 29 + 37 + 45 + 53 + 61 + 69 + 77 + 85 = 490$), or you can, find your pairs of numbers, beginning from the outside in. We can see that there are 5 pairs of 98, so $5 * 98 = 450$ Our final answer is E, 490. 3) Because the price of our mystery item raises by $2 every year, this is an arithmetic sequence. Again, we have multiple ways to solve this kind of problemusing formulas, or counting longhand. Method 1formulas $a_n = a_1 + (n - 1)d$ $100 = 10 + (n - 1)2$ $100 = 10 + 2n - 2$ $100 = 8 + 2n$ $92 = 2n$ $n = 46$ Now, we know that 100 is the price at our 46th term, but this is not the same thing as 46 years from 1990. Remember: the number of terms from the 1st is always 1 fewer space than the actual count of the term. For instance, the 1st term in a sequence is 4 spaces from the 5th term and 5 spaces from the 6th term. Why? 1st to 2nd, 2nd to 3rd, 3rd to 4th, 4th to 5th. We can see it takes 4 total spaces to go from the 1st term to the 5th. For our price problem, our $n$ is 46, which means that the year will be $46 - 1 = 45$ actual spaces away from our starting term. So: $1990 + (46 - 1)$ $1990 + 45$ $2035$ The price will be $100 in 2035. Method 2counting Because each new term is determined by adding 2, it will take us a long time to get from 10 to 100. We can speed up this process by first finding the difference between the 1st and last term: $100 - 10 = 90$ And then we can divide this difference by the common difference, $d$: $90/2 = 45$ It will take 45 years to get to the price to raise to $100. 45 years after 1990 is: $1990 + 45$ $2035$ Again, the price will be $100 in 2035. Yeah! You toppled those sequence questions! The Take Aways Though sequence questions can take some little time to work through, they are usually made complicated by their number of terms and values rather than being actually difficult to solve. So long as you remember to keep all your work organized and decide before test-day whether or not you want to spend your study efforts memorizing, and you’ll be able to tackle any number of sequence questions the SAT can throw your way. As long as you keep your values straight (and don’t get tricked by bait answers!), you will be able to grind through these problems without fail. What’s Next? Now that you've taken on sequences and dominated, it's time to make sure you have a solid handle on the rest of your SAT math topics. The SAT presents familiar concepts in unfamiliar ways, so check out our guides on all your individual SAT topic needs. We'll provide you with all the strategies and practice problems on any SAT math topic you could ask for. Running out of time on SAT math? Not to worry! Our guide will show you how to maximize both your time and your score so that you can make the most of your time on test day. Don't know what score to aim for? Follow our simple steps to figure out what score is best for you and your needs. Looking to get a perfect score? Check out our guide to getting a perfect 800 on SAT math, written by a perfect-scorer! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

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Kitchen Best Essay Example for Free

Kitchen Best Essay Individual case study: Kitchen Best Kitchen Best is the typical family owned SME, specialized in the Kitchen appliance production, with Headquarter in Hong Kong and manufacturing plant based in China, in the Guandong province. The main problems concerning the company, are all related with its managing and governance system. The company has been run for years by its founder, Cha Dong, who managed it in a paternalistic way, establishing very strong relationships with most of its senior Staff. His management style reflected the old business culture, characterized by high sense of belonging to the â€Å"family† and an high degree of acceptance of the practice of kickbacks, considered the normal way to run business in China. When Cha Dong, at the end off its career, left the management to its son, Henry Chan, all the governance shortcomings came to light. 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He had in that way a great independence and power, given by its expertise and close connection with clients and suppliers. He had also a low level of coordination with Henry Chan, to whom he formally reported, but still substantially referred to Chang Dong for important issues. In fact the Kitchen Best founder had still a strong managerial presence in the company, as all its employees trusted him completely, we can asses that the managerial transition did not happened in substantial terms. The company’s culture reflects the old managerial style of the founder: the selection and training of employees is done on a familiar contact base, not relying on impartial standards of efficiency. The lack of standards in training and  recruitment, the high degree of toleration of kickbacks, together with the high independence in the operational decisions, are all factors that contributed to the bad management of the Staff. To Ma Luk, too much power was delegated, with no substantial control, due to the lack of technical skills of Henry Chan. Moreover his strong ties with clients and suppliers were created through kickbacks, tolerated by the father and after by his son, partially to provide a certain continuation in management and partially for fear of losing most of the crucial contacts. Sze, on the other side, trained Macy Wei, Quality Control Manager, affecting so the impartiality required by her role. Looking at the Trust and Advice Network inside the company, we will s urely underline a strong connection between Sze and Macy Wei, as between Ma Luk and Cha Dong, while the actual manager of the company will result isolated and not connected to the main key figures of Kitchen Best. The communication Network will also reveal important managerial considerations. The communication is formal, non effective and one-way: from the bottom to the top, with a total absence of feedback from Henry Chan. A radical change is so necessary in the company’s culture and governance system, starting with a zero tolerance approach toward facilitating payments. Kickbacks are reducing the competitiveness of the company and is severely punished by criminal laws both in China and Macao, where the company operates. This corruptive system is also exposing the company to many problems: one of its key customers, Honghua, has adopted a zero tolerance policy to kickbacks and the company is re-evaluating all its suppliers under standards of competitiveness. To cope with these issues, Henry Chan should concentrate more in the operational part of the company, gaining expertise and position himself strongly at the head of the company. First of all, he should establish a code of ethics, as a first step to change the old and paternalistic company’s culture, by inserting Western elements such as standards and ethics principles. The Code of Ethics should be a formal statement, containing ethical principles related with employees responsibilities and Business integrity. On the other side, Standards should be settled and implemented, with a zero toleration of sub-standards, especially when Selecting, Hiring, Training and Promoting employees. Promotions should be based on performance and compliance with the Codes. Moreover an External Independent Auditor should be hired to control that all  the members of the company, and also its suppliers are complying with standards and Codes. After all, Henry Chan should communicate in an effective w ay the radical measures adopted, explaining to the Stuff how fundamental is for the company to meet the standards established, to enhance its competitiveness in order to better serve its actual Asian clients and to enter the US and EU market. Repeating past errors, such as the Shago or Haus de Metro Incidents, will be fatal for the future of the company: suppliers will be chosen according to their competitiveness and no more on family or friendship relationship base. For that reason a specific Code of behavior for Suppliers has to be implemented too. In conclusion, to make the corporate governance transformation of Kitchen Best feasible, Henry Chan should definitely strengthen its position and impose a more ethic behavior inside the company. To do so, he should enter into the Trust Network, establishing a trust relationship with its Stuff, not being afraid of scolding them when necessary and partially divesting their strength in the customer and suppliers relationships. He should Invest much more time in operational and managerial tasks, as the growth and success of the company depend on them. He should also implement a bi-side communication with its employees, reporting periodically their performances through Feedbacks. When Henry Chan will have adopted all these measures and implemented all the Standards and Codes, his father will be divested from its role, reducing so its influence in the company’s decisions, who reflected the old paternalistic culture, favorable to the unethical practice of facilitating payments.