The military tactics used by both the USA and Vietcong forces in the 1960s.

The military tactics used by both the USA and Vietcong forces in the 1960s. The tactics used by the Vietcong and US military forces were very different and changed during the course of the war. At the beginning of the war the Vietcong (NLF) army was aggressive whilst the US army was defensive. The Gulf of Tonkin incident became America's excuse to become aggressive towards the Vietcong.In 1965 General W. Westmoreland developed the strategy of "search and destroy". Its objective was to find and kill any members of the NLF. US soldiers found this difficult however as the Vietcong always dressed in civilian clothing, and killing peasants by mistake was not uncommon; "if he's dead and Vietnamese, he's a V.C." was the view of the troops carrying out the search and destroy missions.It was clear from the outset of war that the US had far more technologically advanced weapons than the Vietcong, which they used throughout the conflict. B-52 bombers altogether dropped 8,000,000 tons of bombs between 1965 and 1973which equated to 300 tons of bombs per person living in Vietnam.The alleged 1966 martyrdom of Vietcong soldier Ngu...This was over three times the amount dropped during the whole of World War Two. Aside from bombs the US also dropped a considerable amount of napalm, a mixture of petrol, phosphorous and a chemical thickener which attaches itself to the skin causing horrific "fifth-degree" burns to the victim, which could quite often be an unlucky US soldier. Agent Orange, a complex biological weapon was dropped over a lot of the thick vegetation of Vietnam, causing all plant life to die, potentially to expose any hiding Vietcong.The US pioneered the development of anti-personnel bombs, smaller than those dropped from the B-52s, such as the "pineapple", which shot shards and needles of metal in all directions. With the many different developments of anti-personnel bombs it was the US's...

Early Decision Schools Complete List of ED Colleges

Early Decision Schools Complete List of ED Colleges SAT / ACT Prep Online Guides and Tips Did you know that early decision isn't necessarily early? "Binding decision" might be a better name for it, since some schools now offer "early" decision deadlines in January as well as in November. Either way, applying early decision is a big commitment. If you apply this way, you should be totally sure you want to attend that school. Let's review the pros and cons of early decision and look at all the schools that currently offer early decision admission. What Is Early Decision? Early decision is a binding admission plan. When you apply early decision, you sign a statement agreeing to enroll in that college if you're accepted. Because of this binding agreement to enroll, you can only apply to one school early decision. Applying this way is a great choice if you've done your research, weighed your options, and have zeroed in on your dream school. You should, however,make sure you can attend the school regardless of the financial aid package it offers you. Since early decision requires commitment, it might not be an option that's accessible to everyone. This financial factor has been a point of controversy, causing some schools to switch from early decision to non-binding early action plans.That said, many schools still offer early decision, as you'll see below, perhaps to remain competitive and gain a more accurate sense of enrollment numbers. Rather than offering spots to students who might or might not attend, colleges can be sure that early decision applicants will enroll the following fall. Some schools appear to accept a higher percentage of early decision candidates than they do regular decision candidates. Since you're committing to a school when you apply this way, your enthusiasm for the institution is likely to make a good impression on admissions officers. However, early decision doesn'tnecessarily give you a better chance of getting accepted. Thus, your first priority should always be tosubmit the best application you can. As mentioned above, not all early decision deadlines are actually early. Traditionally, early decision deadlines are in November.You'll get notified by mid-December, meaning you could potentially have your college plans finalized before the new year! Some schools now also offer Early Decision II. Early Decision II has the same stipulations as Early Decision I, but its deadline is typically in January. Early Decision II is a good option for students who are ready to sign a binding agreement but could benefit from a couple more months to prepare their applications. Applying later also gives you the opportunity to retake the SAT/ACT and send mid-year grades from your senior classes. When you apply early decision in November, you will get eitheraccepted, denied, or deferred. Getting deferred means that your application will be pushed into the regular applicant pool to be reviewed again in February or March. If this happens, you're no longer bound to the enrollment agreement you made and can therefore apply to any other schools under regular decision. You might also consider sending along other information, such as a recommendation letter or mid-year grades, that could help make your application stronger. Popular schools with early decision policies include the following: Brown Cornell Dartmouth Duke Johns Hopkins Northwestern University of Pennsylvania Some schools that offer both Early Decision I and Early Decision II deadlines are as follows: American University Boston University Bowdoin Brandeis Colby NYU Pomona Smith Tufts Vanderbilt Wesleyan There are lots of other early decision schools besides these well-known, competitive schools. You'll find the full list below. Complete List: Schools Offering Early Decision Here's the full list of schools with early decision, organized alphabetically by state. Starred schools offer both Early Decision I and Early Decision II. Scroll through the list or hit ctrl + F to find specific schools you're interested in! *School offers both Early Decision I and II Arizona Elmira College* Prescott College Five Towns College California Fordham University Claremont McKenna College* Hamilton College* Harvey Mudd College* Hartwick College Loyola Marymount University Hobart and William Smith Colleges* Occidental College* Ithaca College Pitzer College* Jewish Theological Seminary* Pomona College* Manhattan College Santa Clara University Marist College* Scripps College* Nazareth College* University of San Francisco New York University (NYU)* Colorado Rensselaer Polytechnic Institute (RPI)* Colorado College* Rochester Institute of Technology Connecticut Sarah Lawrence College* Connecticut College* Siena College Fairfield University* Skidmore College* Lyme Academy College of Fine Arts St. John Fisher College Mitchell College St. Lawrence University Quinnipiac University SUNY College of Environmental Science and Forestry (SUNY-ESF) Sacred Heart University SUNY Fredonia Trinity College* SUNY Geneseo University of New Haven SUNY Maritime College Wesleyan University* SUNY Old Westbury District of Columbia SUNY Oswego American University* Syracuse University Catholic University of America* Union College* George Washington University* University of Rochester Florida Utica College Flagler College Vassar College* Florida Southern College Webb Institute Rollins College* Wells College University of Miami* North Carolina Georgia Davidson College* Agnes Scott College Duke University Emory University* Elon University Morehouse College High Point University* Spelman College Meredith College Wesleyan College Wake Forest University* Illinois Warren Wilson College Augustana College Ohio Governors State University Case Western Reserve University* Lake Forest College College of Wooster* Moody Bible Institute Denison University* Northwestern University Kenyon College* Indiana Miami University DePauw University Oberlin College and Conservatory* Earlham College* Ohio Wesleyan University Saint Mary's College Wittenberg University Wabash College Oregon Iowa Lewis Clark College Cornell College* Reed College* Grinnell College* Pennsylvania Kentucky Allegheny College* Centre College Bryn Mawr College* Maine Bucknell University* Bates College* Carnegie Mellon University Bowdoin College* Dickinson College* Colby College* Drexel University College of the Atlantic* Duquesne University Maryland Franklin Marshall College* Goucher College Gettysburg College* Johns Hopkins University Grove City College Loyola University Maryland Haverford College* Maryland Institute College of Art Juniata College* McDaniel College* Lafayette College* Salisbury University Lebanon Valley College Washington College* Lehigh University* Massachusetts Lycoming College Amherst College Muhlenberg College Babson College Pennsylvania Academy of the Fine Arts Becker College Susquehanna University Bentley University Swarthmore College* Boston University* University of Pennsylvania (Penn/UPenn) Brandeis University* Ursinus College* Clark University Washington Jefferson College College of the Holy Cross Rhode Island Gordon College Brown University Hampshire College* Bryant University* Merrimack College Providence College* Mount Holyoke College* Rhode Island School of Design Northeastern University South Carolina Smith College* Furman University Springfield College* Presbyterian College Stonehill College Wofford College Tufts University* Tennessee Wellesley College Rhodes College* Wheaton College* Sewanee: University of the South* Williams College Vanderbilt University* Michigan Texas Hillsdale College Austin College Kalamazoo College* Rice University Minnesota Southern Methodist University* Carleton College* Texas Christian University Hamline University Texas Lutheran University Macalester College* Trinity University* St. Olaf College* Vermont Missouri Bennington College* Cox College Champlain College* Washington University in St. Louis Marlboro College Nebraska Middlebury College* Nebraska Wesleyan University Sterling College New Hampshire Virginia Dartmouth College Christopher Newport University New Jersey College of William and Mary Drew University* Emory Henry College Ramapo College of New Jersey Hampden-Sydney College Stevens Institute of Technology* Hollins University The College of New Jersey* Lynchburg College New York Roanoke College Albany College of Pharmacy and Health Sciences University of Richmond* Alfred University Virginia Military Institute Bard College Virginia Polytechnic Institute and State University (Virginia Tech) Barnard College Washington and Lee University* Clarkson University Washington Colgate University* University of Puget Sound* College of New Rochelle Whitman College* Columbia University Wisconsin Cooper Union for the Advancement of Science and Art Beloit College* Cornell University Lawrence University *School offers both Early Decision I and II Should You Apply Early Decision? Now that you've had a chance to look over the chart, let's look at themain factors you'll want to considerbefore deciding whether to apply early decision to a school. Ask yourself the following questions: Have you done a lot of research on your top school? Have you visited and explored its campus? Do you have solid reasons for wanting to attend this school? And have you felt this way for at least several months? If you answered yes to these questions, it sounds as though you've been thorough in deciding on your top school.If you're unsure, tend to change your mind, or aren't excited about attending the school, then early decision probably isn't a good choice for you. Remember, when applying early decision, you're making a binding commitment. In other words, you're agreeing to enroll in that school if accepted- regardless of whatever financial aid offer you receive. Now, some schools claim to meet all demonstrated financial need, but there's no guarantee that your package will be what you want (or need) it to be. Therefore, in addition to learning all about your school of choice, make sure toconsider this financial piece when applying early decision. If you have any questions or concerns, try calling your school's financial aid office for advice. Finally, make sure you're sending off your strongest application possible.Months of planning and prep will likely be needed to achieve yourtarget SAT/ACT scores, gather quality letters of recommendation from teachers, and write yourpersonal statement. Up next, we give you suggestions for scheduling your college planning in advance of your early decision deadline. College-Planning Schedule for Early Decision Applicants Because applying to college has a lot of components that require time and help from your teachers and counselor, it's critical tostart early and keep track of relevant information and materials. Write down all the requirements for your early decision school, check your progress, and set deadlines to make sure you get everything done in time. The application requirement you should start preparing the earliest is the SAT/ACT, both in terms of test prep and taking the actual tests. For early decision deadlines, the latest you can take the SAT/ACT is typically September or October. Since you want to have enough opportunities to take the test and improve your scores, it's best to follow one of these two schedules: Schedule Option #1 Take the SAT/ACT for the first time in the spring of your sophomore year Take the SAT/ACT a second time in the fall of your junior year Take the SAT/ACT a third time in the spring of your junior year Schedule Option #2 Take the SAT/ACT for the first time in the fall of your junior year Take the SAT/ACT a second time in the spring of your junior year Take the SAT/ACT a third time in the fall of your senior year Your goal might be to have your SAT/ACT scores all set by the end of your junior year so you don't have to worry about achieving your target scores on that last test date your senior year. If you're applying Early Decision II with a January deadline, you'll have a little more wiggle room in terms of available SAT/ACT test dates. In addition, be sure to plan out your recommendation letters and personal essay. Ask for your rec letters (and any other documents you need the school to send such as your transcript) at least a month in advance of your deadlines- typically by October. You might also ask junior-year teachers at the end of your junior year. Asking at this time can be a good idea regardless of your college deadlines since your junior-year teachers will remember you most clearly then. Finally, work on your personal essay over the summer,leaving several months to brainstorm ideas and work through drafts and revisions. Your personal essay is your chance to share your voice with the admissions committee, so give yourself time to say exactly what you want to say. Try to work on your Common Application or school application in the fall, proofreading for errors and gathering all theimportant informationyou'll need such as extracurriculars. Make sure to discuss with your counselor your reasons for applying early decision,and finally have your parents and counselor sign the early decision agreement form for you. Applying this way will signal your commitment and excitement about a school to admissions committees. You can impress them even further with a thoughtful, thorough application that demonstrates exactly why you'd be a great fit at their college. What's Next? Now that you know all the schools that offer early decision, check out their Early Decision I and Early Decision II deadlines. Interested in schools that offer the less binding option of early action?This article has the full list of early action schools and their deadlines. Are you aiming to get into a competitive Ivy League-level school? Our in-depth guide offers valuable insight into the admissions procedures of selective colleges as well as advice on how to build a highly impressive college application. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Evaluating Learning and Development Activities PowerPoint Presentation

Evaluating Learning and Development Activities - PowerPoint Presentation Example ROI is a measure of the financial benefits received by a firm over a period of time in return for the costs incurred on a training activity. One way of computing ROI is by comparing the resulting benefits to the costs incurred. Some of the benefits that may result include labor savings, increased productivity and other costs savings. Some of the costs incurred include design and development, administration, and materials/facilities costs. Using this method, percentage ROI is obtained by dividing the total benefits by the total costs times 100%. Another way of measuring ROI is by using the payback period method which entails the determination of the period taken for the benefits received to cover the costs incurred on the programme. The shorter the payback period the more attractive the training programme (Phillips & Phillips, 2008). The initial basic approach to evaluation is to determine the current performance levels and the skills of the members. This is done before the training so that it can be used as a benchmark after the activity. A structured questionnaire can be used to assess the skills and the performance levels of the participants. This tool is the most suitable since it is accurate and it gathers specific information that is required in the evaluation of the participants after the training (Phillips, 2010). Measuring the reactions of the participants during and after the training, is another useful approach. This is used to assess the appropriateness of the training to the learners, how well the subjects were covered and how they intend to apply the acquired skills. Open discussions can be used as a tool for measuring this parameter. This tool is advantageous since direct responses are received from the participants. It would be easy to tell if they liked the training or not, and if they learned new skills (Bramley, 2003). The skills acquired and the learning level can also

Cars without drivers Essay Example | Topics and Well Written Essays - 1500 words

Cars without drivers - Essay Example The development of autonomous cars began in the 1920’s with the first autonomous car being launched in 1984 BY Carnegie Mellon University. Since then, Mercedes-Benz, BMW and other companies have developed prototypes of the vehicle. The technological rush for computerised objects has led to the rapid evolution of the automobile industry. In 2013, autonomous cars were driven in a traffic jam with normal cars and the states of Nevada, California, Michigan and Florida have made legislations allowing the autonomous cars. Other countries such as Germany, France and UK are also taking steps to embrace this technological advancement The main catalyst for the development of autonomous cars is the exponential rise in road accidents that are mainly caused by human carelessness and errors. As a result, the UK government has invested over 8 million pounds to enhance research and development of these driverless cars to cause a revolution in transportation. According to Mitchell (2015), electric shuttles with no steering wheels will be launched in the summer in Greenwich, UK. Also, The Google Company is the world leader in autonomous cars research since 2010 and already tested its autonomous cars and revealed its findings to the public. However, the developers of these cars have been unable to prepare the cars for unforeseeable circumstances such as flooded roads and other rare incidences, making the cars not as safe. The Google developing team stated that they will need to record these situations as they arise and make precautions for them. Google is hopeful that in the next five years, the driverless cars will be much safer than human drivers and will be the new mode transportation for people. Various modifications such as WI-FI connections are expected to be added. The V2V (Vehicle-to-vehicle) WI-FI radios would enable cars to warn each other of any situations that could be dangerous. The chief executive of Peleton Technology, Mr Josh Switkes states

Billing and Coding Essay Example for Free

Billing and Coding Essay Healthcare Common Procedure Coding System (HCPCS) Level II entail nationwide codes used to report supplies and services offered within outpatient locations to Medicaid and Medicare patients that are left out by HCPSC Level I (Current Procedural Terminology -CPT) code. Recent HIPAA federal regulations require regular electronic claims to have Level II regulations. Many big countrywide players, like employee’s compensation financiers, acknowledge HCPCS level II regulations. Local Medicare transporters, business publishers, CMS, or Ingenix provide such codes (Smith, 2003). Suitable HCPCS level II regulations come before CPT codes regarding Medicare invoicing. However, numerous private players choose National Drug Codes (NDC) or Level I regulations instead of HCPCS Level II regulations, which may confuse medical care experts, thus causing denial of claims. Medical care experts ought to confirm that they are describing the correct regulations to the appropriate players through careful tracking of the billing and reporting needs of specific players. Level II regulations Describes Many heath products, however, such codes do not name real products or endorse them by assigning codes. Additionally, generation of such codes happens separate from reimbursement issues. Therefore, Level II regulations only serve to indicate the availability of a service or product in the wider health system, as opposed to justifying reimbursement (Smith, 2003). Players individually develop HCPCS Level II regulations’ criteria and rules which vary between players. HCPCS Level II regulations are comprised of a single alphabetical character (from A to V), then 4 digits. Letter ‘I’ is excluded since it may easily be confused with number ‘1’. Every letter group represents one or more areas of comparable services or products. Every letter group, and code illustrations from specific sections, are fully described on ensuing screens (http://docs. google. com/gview? a=vq=cache:DIuMS2X_QrgJ:www. ngsmedicare. com/ngsmedi are/DMEMAC/educationandSupport/ToolsandMaterials/SupManual/chapter14. pdf+Level+II+o +HCPCS+applies+and+Medicarehl=engl=ke). A regulations deal with various products and services, particularly tracheostomies, urologicals, and ostomies-related supplies. A codes also include Affordable DME, or equipments costing not more than $150, such as nebulizer substitution equipment. A code subcategories include: transport services; surgical and medical supplies; and miscellaneous, investigational, and administrative supplies and services. B codes handle parenteral and enteral nutrition services and supplies. B code-reported supplies include: feed supplies; dietary solutions; formulae; and combination pumps. C codes cover services compensated under Medicare’s OPPS -Outpatient Prospective Payment System. They don’t cover services compensated under different Medicare reimbursement systems. Private entities as well use C codes for compensation. Such codes are mandated by Medicare to report: biological, devices, and drugs qualified for intermediary pass-through imbursements for health facilities; and items categorized within fresh technology Ambulatory Payment Classifications (APC). D codes entail dental regulations. The American Dental Association (ADA) has copyrighted the Current Dental Terminology (CDT). ADA supplies such codes to CMS. E codes document Durable Medical Equipment (DME) like crutches, canes, commodes, walkers, pacemakers, restraints, wheelchairs, hospital beds, and patient lifts. G codes report professional medical care services and processes such as specialized services being considered for incorporation within the CPT code scheme and provisional procedures. National Medicaid organizations legally mandated to develop separate systems for recognizing psychological health services such as drug therapy and alcohol services use H codes. J codes describe drugs which are not normally self-administered, immunosuppressive and chemotherapy drugs pant solutions, plus other solutions and drugs. The proper code depends on factors like; dose; and administration route. K codes entail temporary DME, drugs, and supplies codes. They are generated when the relevant existing nationwide codes exclude codes needed to execute medical evaluation policies. Once endorsed for lasting incorporation into HCPCS, such codes become E, J, and A codes. L codes comprise of scoliosis apparatus, prosthetic insertions, orthopedic shoes, plus prosthetic and orphic devices and procedures. M codes cover medical services and they include: M0064; M0075; M0100; M0300; and M0301. P codes cover laboratory and pathology services and include screening laboratory and pathology services like testing Papanicolaou procedures and serum products (Smith, 2003). Q codes report many supplies and services including provisional cast provisions codes which facilitate splints and casts reimbursement after the modification of Medicare’s compensation technology. Such codes substitute ambiguous splinting and casting supplies’ codes. R codes cover analytic radiology services and document moving of moveable electrocardiogram or x-ray apparatus to patients’ homes, nursing homes, or different facilities. The Health Insurance Association (HIAA) Blue Cross/Blue Shield Association (BCBSA) uses S codes to document services, supplies, and drugs without countrywide codes, but where private entities require codes for program and policy implementation or processing of claims. Medicaid recognizes such codes; nonetheless, such are not payable. T codes report supplies and services without other stable codes. Medicaid does not accept T codes; however, they may be recognized by private entities. They describe: substance abuse therapy; home and nursing-related services; and training-related processes. V codes cover supplied and services concerned with hearing, vision, plus speech-language pathology. Vision-related provisions include: lenses; spectacles; and ocular prostheses. Hearing services consist of: hearing analyses; and hearing equipment and supplies. Speech language pathology processes include: modification or repair of supportive communication device or system; and dysphagia, language, and speech screening (http://www. lectureshare. com/download. php? q=HCPCS+overview_021532. pdfr=doc. J). References Coding:aTheaUseaofaHCPCSaLevelaIIaCodesa. Retrieved August 6th 2009 from http://www. lectureshare. com/download. php? q=HCPCS+overview_021532. pdfr=doc. J Jurisdiction B DME MAC Supplier Manual. (June 2009). Level II codes and HCPS modifiers. Retrieved August 6th 2009, from http://docs. google. com/gview? a=vq=cache:DIuMS2X_QrgJ:www. ngsmedicare. com/ngsmedicare/DMEMAC/educationandSupport/ToolsandMaterials/SupManual/chapter14. pdf+Level+II+of+HCPCS+applies+and+Medicarehl=engl=ke Smith, G. I. (2003). Basic CPT/HCPCS coding. Retrieved August 6th 2009, from http://library. ahima. org/xpedio/groups/public/documents/ahima/bok1_016767. pdf

The play of to Kill a Mocking Bird. Discuss how you would produce :: English Literature

The play of to Kill a Mocking Bird. Discuss how you would produce the incident in which Atticus shoots the rabid dog "The play of To Kill a Mocking Bird" was adapted from a novel by Harper Lee. The story is set in Maycomb, Alabama in 1935, when racism was rife. The play deals with racism and shows how the blacks were exploited. The play is split into two acts; Act One is about a black man being wrongly accused of raping a white woman. It is in Act Two that the audience finds out that the legal system would wrongly convict a man, just because he is black. There are many incidents which occur in this play, but the one I am going to consider is when Atticus shoots the rabid dog. The part of the play where the incident of Atticus shooting the rabid dog occurs starts with Jean. At this point the spot light would be on Jean as she steps onto the stage and starts speaking. The incident is introduced when she says:- "Then a few weeks later something happened- something that made our father even more of a puzzle. The tension in the town about the approaching trial was getting drum-tight, but what happened had nothing to do with that - it had to do with a liver coloured bird dog called Tim." While Jean says that she would probably be standing at the front of the stage in the spot light. Behind her would be the set; which would comprise of the front of houses in Maycomb. At this point Jem and Scout would enter the stage, with Jem pulling Scout, and talking about Tim; although they do not realise he has rabies. Soon after, Calpurnia, a black housekeeper, would come onto the stage, as though she has just come out of the house; she would be wiping her hands on a tea towel. Calpurnia is not interested in the dog at this moment as she says in a sharp tone:- "What is it Jem? I can't come out every time you want me." It is not until Jem imitates the dogs actions - gulping like a gold fish and hunching his shoulders - that Calpurnia becomes interested. Unsure as to whether to believe Jem, Calpurnia points her finger at Jem and says with her voice hardening:- 'You tellin' me a story, Jem Finch? Jem goes on to explain how the dog is moving, he says 'Just moseyin' - but walkin' funny.' It is then that Calpurnia realises that the dog has rabies, and so hurries inside to call for help. At this point, she would have a

American Dream In The Great Gatsby Essay

What is the American dream? Is it white picket fences with beautiful green lawns and comfortably large brick houses? According to Dictionary.com the American dream is â€Å"the ideal that every US citizen should have an equal opportunity to achieve success and prosperity through hard work, determination, and initiative†. The American dream is a theme that is often used in American literature just like F. Scott Fitzgerald’s The Great Gatsby. This novel presents the American dream as an illusion that can never be achieved. Daisy,’s personification of the American dream, Daisy’s choice of Tom over Gatsby, Myrtle’s death, and the green light are all representative of the unreliability of the American dream. Daisy is a crucial character who represents the unattainable American dream. When Gatsby unsuccessfully attempts to get Daisy back after five years, this shows how the American dream is unreachable. Gatsby in love with Daisy five years ago, got the disapproval stamp from Daisy’s parents since he didn’t have â€Å"pomp and circumstance†, unlike Tom Buchanan, who did (Fitzgerald 75). As a result, Gatsby tries to fix himself by becoming a financially successful man in a bootlegging business.. Gatsby states that Daisy’s â€Å"voice is full of money†, because it reveals that Gatsby has hope to win back Daisy since her and Tom had married (120). The irony in this attribute of Daisy is that Gatsby can become successful and wealthy for her, but cannot have Daisy, his one love and desire. Daisy represents the American dream because there is an excitement in her voice that makes men come running. This makes her desirable, much like the American dream. Also, when Jordan elaborates that Daisy never desired to attain love â€Å"yet there’s something in that voice of hers†, she shows how deceiving Daisy’s voice is, like when Jordan is su ddenly distracted by Daisy’s voice (77). This excitement and distraction, which is what Daisy provokes on Gatsby, is his clueless nature caused by the illusion of attaining Daisy, and thus fulfilling his American dream. When Daisy chooses Tom over Gatsby the American dream’s unattainability is shown. When Daisy confesses to Gatsby that she can’t say that she â€Å"never loved Tom†, it reveals how Gatsby is unable to truly understand how Daisy actually feels at all (133). Daisy is one way with Gatsby and another with Tom. She wants the best of both worlds, but is unable to achieve this due to her desires of prestige social status. Gatsby plans for such a long period of time by buying a house in West Egg right across the bay from her, arranging their secret meeting at Nick’s house, and reinventing himself from James Gatz into the persona of Jay Gatsby. Gatsby nonetheless must give in to failure in his attempt to claim Daisy once again. Likewise, It is physically impossible for all of us to achieve the American dream. This is what Fitzgerald, is trying to relay when Daisy chooses Tom over Gatsby. Tom and Gatsby can’t both have Daisy.

Csr Toyota

Assignment 1 / Essay Assignment question: It is sometime suggested that CSR activities are increasing strategic in that it affects that core business of the firm and its growth, profitability and survival? Drawing on an example of a corporation/company (National/ International), discuss this in the context of business strategies, in particular on the issues of competitive advantage and firm performance. Introduction In this essay, we will discuss why organizations began CSR and how it is or can be or why should it be implemented. CSR usually get started off either as an integral part of the business strategy or corporate identity, or it can be used as a defensive policy, with the latter being used more often by companies targeted by activists. Rationale for CSR implementation is based on either a moral, a rational, or an economic argument (Werther & Chandler, 2006). Campbell (2007) which is a representative of a group of studies that create testable propositions related to the conditions under which organizations will move toward CSR. Studies show that corporations’ level of social responsibility as being influenced by factors such as financial conditions of the firm, health of the economy, and well-enforced state regulations. Reason why companies take on CSR is also being discussed in the literature in terms of the specific initiatives under which CSR may fall. Ways of describing these rationales varies, from the more skeptical view of cause-related marketing to a more generous attribution of genuine socially responsible business practices (Kotler & Lee, 2005). To ascertain how CSR is implemented in organizations, some researchers uses a developmental framework to show change in awareness, strategy, and action over time, and posits stages of CSR from elementary to transforming (e. g. , Mirvis & Googins, 2006). Jackson and Nelson (2004) take more of a how-to approach, offering a principle-based framework for mastering what they call the â€Å"new rules of the game. † Examples of principles include harnessing innovation for the public good, putting people at the center, and spreading economic opportunity where in this essay will discuss on how Toyota Motor Corporation applies this. CSR of Toyota Motor Corporation Many companies have established their corporate identities using branding through CSR, which has eventually becoming a focal point of their success and competitive advantage (Werther & Chandler, 2006). Toyota Motor Corporation recognizes corporate social responsibilities and emphasis on safety, the environment and education to offer to people the tools needed to make a difference to help and protect the environment. The company operates under the guidance of a global earth charter that promotes environmental responsibility throughout the organization worldwide. Toyota becomes the leader in leading the industry to lower emissions and improving fuel economy vehicles. Not only did Toyota create the world's first mass-production gas/electric hybrid car, they are also working ahead in the development of future fuel cell vehicles. (Toyota. com 2011) Toyota Motor Corporation’s commitment to preserving the environment doesn’t stop at just their vehicles. Two of their manufacturing plants have been designated as zero landfill producing operations. Green† complex in California has one of the largest commercial solar panel systems in North America which conserves more than 11 Million gallons of drinking water annually through special pipelines that supply recycled water for cooling and landscaping. (Toyota. com 2011) In addition, contributing to their dedication in environmental preservation, Toyota has also developed strong partnerships with organizations such as The National Arbor Day Foundation and The National Environmental Edu cation ; Training Foundation. The corporation partners with organizations, schools, universities and other businesses to support programs that help make the world a better place. Toyota Motor Corporation has a variety of national programs like Toyota Driving Expectations Safety Program, Toyota Youth For Understanding Summer Exchange Scholarship Program, Toyota International Teacher Program, National Center for Family Literacy, Toyota Community Scholars, United States Hispanic Chamber of Commerce Internship Program and others. Strategic Models of CSR Strategic planning as opposed to operational planning concerns the general long-term planning of a Toyota Corporation with the aim to gain economic advantages in the competitive market place. Operational planning in contrast incorporates concrete short- or medium-term activities in line with the strategic goals of the company (Wohe 1993: 141). A strategic plan usually consists of an analysis of the firm and its environment, the development of strategic goals and alternative strategies, the assessment, evaluation and selection of strategic alternatives, and the implementation, evaluation and control of the strategies (Grant 2005, Hopfenbeck 1997: 40) in which Toyota Corporation did when they came up with their CSR It has been demonstrated by Porter and Kramer that a strategic approach to CSR can incorporate competitive advantages for Toyota Corporation but even more importantly, it allows for an integrated and effective implementation of CS. Following this argumentation, an inclusive strategic model of CSR was developed combining central ideas of CSR theory with the classical model of strategic planning using narrow view and boarder view. Narrow view On the contrary, supporters of narrow view in CSR claim that Toyota corporations have just one objective- make money. They believe that caring for the environmental, society and other problems are the responsibilities of government and non-profit making organizations sponsored by governments. A bright supporter of the narrow view is as mention in Milton Friedman theory that those who claims that diverting corporations from the chase of profit makes our economic system less effective. Friedman states: â€Å"The stockholders or the customers or the employees could separately spend their own money on the particular action if they wished to do so. The executive is exercising a distinct â€Å"social responsibility,† rather than serving as an agent of the stockholders or the customers or the employees, only if he spends the money in a different way than they would have spent it† ( M. Friedman 1970). Another defender of narrow view in corporate social responsibility is famous economist Adam Smith, whose â€Å"invisible hand† argument states that if every member of society in a free market economy strives to promote his own economic interests they are led to promote the general good. This may be a good argument in other eras of economics, but using this argument to justify for support of the narrow view will reasonably arise criticisms. The hand-of-government argument of the narrow view states that businesses should have no social role other than making oney. According to inept-custodian argument business executives lack    moral and social expertise, and can only make economic decisions. To ask executives to take charge of non-economic responsibilities is equal to putting social welfare in the hands of inept custodians. Broader view Supporter of broader view believe that Toyota Corporation have other obligations apart from pursuing profit because of their great social and economic power, Toyota corporations must carry social responsibility towards society and wider community. Businesses cannot make decisions which are made solely with economic point of view, because Toyota Corporation are interrelated with the whole social system. Business activities have deep implications for society. As a result, society expects Toyota Corporation to pursue other responsibilities as well. A social contract between society and business represents a unstated understanding within society about the proper goals and responsibilities of business. This social contract is an on-going process of negotiation and change. Conclusion This is the basic reason why the doctrine of â€Å"social responsibility† involves the acceptance of the socialist view that political mechanisms, not market mechanisms, are the appropriate way to determine the allocation of scarce resources to alternative uses. The New York Times Magazine (1970) To illustrate, it may well be in the long run interest for Toyota Corporation that is a major employer in a small community to devote resources to providing amenities to that community or to improving its government. That may make it easier to attract desirable employees, it may reduce the wage bill or lessen losses from pilferage and sabotage or have other worthwhile effects. Or it may be that, given the laws about the deductibility of corporate charitable contributions, the stockholders can contribute more to charities they favor by having the corporation make the gift than by doing it themselves, since they can in that way contribute an amount that would otherwise have been paid as corporate taxes. The New York Times Magazine (1970) There are many different views regarding corporate social responsibility. Some people defend â€Å"broader view† saying that corporations should contribute back to society from their profits they make by selling their products and services to the members of that society. Others defend â€Å"narrow view† justifying they stand by claiming that executives are not moral agents and it would be a mistake to include to the scope of their responsibilities to care about nature, wider community and society in general. My personal view is that profit maximization should not be the only objective of any business corporations. Every company uses resources to manufacture its products or bring its services. These resources include land, human resources, and other resources from nature including gas, water, oil, etc. The fees the companies pay for these resources when obtaining them are insignificant if one compares them with the huge amount of profits companies make when manufacturing products using these resources. Corporations must, therefore, contribute part of their earnings to society and environment as a way of paying back, even if they have paid when obtaining resources. Thus, I agree to â€Å"broader view† in Corporate Social Responsibility and Toyota Motor Corporation is justly and generously contributing to environment and the society and considered a model corporation fulfilling its corporate responsibilities. Referencing Alessia D'Amato, 2009. Corporate Social Responsibility and Sustainable Business: A Guide to Leadership Tasks and Functions. Edition. Center for Creative Leadership. Campbell, J. L. (2007). Why would corporations behave in socially responsible ways? An institutional theory of corporate social responsibility. Academy of Management Review, 32, 946–967. Grant, Robert M. (2005): Contemporary Strategic Analysis, 5. ed. Malden, Oxford, Carlton Hopfenbeck, Waldemar (1997): Allgemeine Betriebswirtschafts- und Managementlehre: Das Unternehmen im Spannungsfeld z Jackson, I. A. , & Nelson, J. (2004). Profits with principles: Seven strategies for delivering value with values. New York: Doubleday. Kotler, P. , & Lee, N. (2005). Corporate social responsibility: Doing the most good for your company and your cause. Hoboken, NJ: John Wiley & Sons. Mirvis, P. , & Googins, B. K. (2006). Stages of corporate citizenship: A developmental framework [Monograph]. Chestnut Hill, MA: The Boston College Center for Corporate Citizenship. The New York Times Magazine, September 13, 1970. Copyright @ 1970 by The New York Times Company. Werther, W. B. , Jr. , & Chandler, D. A. (2006). Strategic corporate social responsibility. New York: Sage Publications.

6 Tips to Liven Up Your Lectures

6 Tips to Liven Up Your Lectures Many graduate students find themselves at the head of the classroom, first as teaching assistants and later as instructors. However, graduate study often doesn’t teach students how to teach, and not all grad student instructors first serve as TAs. Instead, most graduate students find themselves instructing a college class with little to no teaching experience. When faced with the challenge of teaching despite little experience, most grad students turn to the techniques they have experienced as students. The lecture method is a common teaching tool. A poor lecture is painful for both students and the instructor. Lecturing is a traditional method of instruction, perhaps the oldest form of instruction. It has its detractors who argue that it is a passive means of education. However, the lecture is not always passive. A good lecture is not simply a list of facts or a reading of the textbook. An effective lecture is the result of planning and making a series of choices - and it need not be boring. 1.  Dont Cover It All Exert restraint in planning each class session. You will not be able to cover all of the material in the text and assigned readings. Accept that. Base your lecture on the most important material in the reading assignment, a topic from the reading that students are likely to find difficult, or material that doesnt appear in the text. Explain to students that you wont repeat much of the material in the assigned readings, and their job is to read carefully and critically, identifying and bringing questions about the readings to class. 2.  Make Choices Your lecture should present no more than three or four major issues, with time for examples and questions. Anything more than a few points and your students will be overwhelmed. Determine the critical message of your lecture and then remove the adornments. Present the bare bones in a succinct story. Students will absorb the salient points easily if they are few in number, clear, and coupled with examples. 3.  Present in Small Chunks Break up your lectures so that they are presented in 20-minute chunks. Whats wrong with a 1- or 2-hour lecture? Research shows that students remember the first and the last ten minutes of lectures, but little of the intervening time. Undergraduate students have a limited attention span - so take advantage of it to structure your class. Switch gears after each 20-minute mini-lecture and do something different. For example, pose a discussion question, a short in-class writing assignment, a small group discussion, or problem-solving activity. 4.  Encourage Active Processing Learning is a constructive process. Students must think about the material, make connections, relate new knowledge to what is already known, and apply knowledge to new situations. Only by working with information do we learn it. Effective instructors use active learning techniques in the classroom. Active learning is a student-centered instruction that forces students to manipulate the material to solve problems, answer questions, examine cases, discuss, explain, debate, brainstorm, and formulate questions of their own. Students tend to prefer active learning techniques because they are engaging and fun. 5.  Pose Reflective Questions The simplest way of using active learning techniques in the classroom is to ask reflective questions. These are not yes or no questions, but those that require students to think. For example, â€Å"What would you do in this particular situation? How would you approach solving this problem?† Reflective questions are difficult and will require time to think, so be prepared to wait for an answer. Endure the silence. 6.  Get Them Writing Rather than simply pose a discussion question, ask students to write about the question first for three to five minutes, then solicit their responses. The benefit of asking students to consider the question in writing is that they will have time to think through their response and feel more comfortable discussing their views without fear of forgetting their point. Asking students to work with the course content and determine how it fits with their experiences enables them to learn in their own way, making the material personally meaningful, which is at the heart of active learning. In addition to the educational  benefits, breaking up a lecture and interspersing it with discussion and active learning takes the pressure off of you as the instructor. An hour and 15 minutes, or even 50 minutes, is a long time to talk. Its also a long time to listen.  Try these techniques and vary your strategies to make it easier on everyone and increase your likelihood of success in the classroom.

Time Dilation Effects in Physics

Time Dilation Effects in Physics Time dilation is the phenomenon where two objects moving relative to each other (or even just a different intensity of gravitational field from each other) experience different rates of time flow. Relative Velocity Time Dilation The time dilation seen due to relative velocity stems from special relativity. If two observers, Janet and Jim, are moving in opposite directions and as they pass by each other they note that the other persons watch is ticking slower than their own. If Judy were running alongside Janet at the same speed in the same direction, their watches would be ticking at the same rate, while Jim, going in the opposite direction, sees both of them having slower-ticking watches. Time seems to pass slower for the person being observed than for the observer. Gravitational Time Dilation Time dilation due to being at different distances from a gravitational mass is described in the general theory of relativity. The closer you are to a gravitational mass, the slower your clock seems to be ticking to an observer farther from the mass. When a spaceship nears a black hole of extreme mass, observers see time slowing to a crawl for them. These two forms of time dilation combine for a satellite orbiting a planet. On the one hand, their relative velocity to observers on the ground slows time for the satellite. But the farther distance from the planet means time goes faster on the satellite than on the surface of the planet. These effects may cancel each other, but also can mean a lower satellite has slower-running clocks relative to the surface while higher-orbiting satellites have clocks running faster relative to the surface. Time Dilation Examples The effects of time dilation are used often in science fiction stories, dating back to at least the 1930s. One of the earliest and most well-known thought experiments to feature time dilation is the famous Twin Paradox, which demonstrates the curious effects of time dilation at its most extreme. Time dilation becomes most apparent when one of the objects is moving at nearly the speed of light, but it manifests at even slower speeds. Here are just a few ways we know time dilation actually takes place: Clocks in airplanes click at different rates from clocks on the ground.Putting a clock on a mountain (thus elevating it, but keeping it stationary relative to the ground-based clock) results in slightly different rates.The Global Positioning System (GPS) has to adjust for time dilation. Ground-based devices have to communicate with satellites. To work, they have to be programmed to compensate for the time differences based on their speeds and gravitational influences.Certain unstable particles exist for a very brief period of time before decaying, but scientists can observe them as lasting longer  because they are moving so fast that time dilation means the time that the particles experience before decaying is different from the time experienced in the at-rest laboratory that is doing the observations.In 2014, a research team announced the most precise experimental confirmation of this effect yet devised, as described in a Scientific American article. They used a particle accelerat or to confirm that time moves slower for a moving clock than for a stationary one.

City plan of Philadelphia. PA Essay Example | Topics and Well Written Essays - 3000 words

City plan of Philadelphia. PA - Essay Example Now is the time to set in place a plan for that future so that current and future residents can once again feel the pride and joy from living in the city of ‘brotherly love’ and a home known for its acceptance of immigrants from all cultures and ways of life. This plan for a new Philadelphia is designed to span only ten years, as time cannot be wasted to get the city back on track towards that prosperity and free and independent city that Philadelphia is known for and certainly deserves to realize once again. Philadelphia’s Present Condition Many urban cities in America are currently facing problems of various sorts. Philadelphia is certain no exception. From infrastructure to education, and budgetary to water issues, Philadelphia is currently going through its fair share of challenges that threaten its very existence. One aspect of Philadelphia that has seemingly not changed over the years, however, is the resiliency of the people. The residents of the city are a vid sports fans, devoted to the area, and consist of multiple generations of families that have called Philadelphia home through the centuries. As such, while these conditions paint a dire picture, they do not truly capture the essence and sprit of the city as a whole. Problems can certainly hurt development and growth, but Philadelphia is well positioned to confront any challenge that it faces and often will arise being a stronger and more determined people as a result. Let us consider for a moment the current state of various issues within the city of Philadelphia as a whole. The first noticeable trend is that, after years of decline, the population of the city has recently started to rise once again. This indicates a movement back to the city a trust in the promise of the future, in spite of the current difficulties currently being encountered. In addition, with all of the negatives being encountered by the educational system, it is encouraging to note an increase in test scores. With the passing of the No Child Left Behind Act in 2001, Philadelphia has encountered over a decade of failing schools systems and poor performance on mandated state testing. While there is still much work to be done in this regard, and Philadelphia as a whole still possesses a most fractured and disjointed educational system, the progress being currently demonstrated is promising and encouraging to the residents of the city. Prior to 2011, Philadelphia had one of the lowest high school graduation rates of urban cities within the United States. Recently, however, even this statistic has begun to reverse itself into positive territory. There graduation rates throughout the city have actually gone up in recent years, and it is estimated that the percentage of adults that have obtained a college degree is now nearly 23 percent. This is figure that many residents of the city thought they would never see. Truth be told, however, these numbers do not paint the whole story. The physical buildings housing many of the city’s educational institutions are crumbling due to age and lack of proper maintenance. The District has long been plagued with budgetary concerns, and the teacher’s have had numerous labor disagreements with the city in recent years. This, coupled with demographic issues also facing Philadelphia has created a perfect storm of trouble for

Diabetes management Essay Example | Topics and Well Written Essays - 3500 words

Diabetes management - Essay Example lood glucose monitoring, oral and insulin therapies, Furthermore, the essay examines the role of multidisciplinary teams in offering patient-centered diabetic care and patients with such conditions. Lastly, the paper has critically detailed the physical, psycho-social and cultural impact of diabetes on clients and their families. The essay incorporates a case study of type 2 diabetic patient with pressure ulcers in his diabetic feet and associated conditions such as unitary and bowel incontinence, but has not adequate knowledge of management and care of his diabetic feet. The essay has adhered with ethical conduct of Nurses and Midwifes since the identity of the patient has been altered to John in order to protect confidential medical information of the client. The case study has been included in the appendix. Anderson and Rubin (2000) agree with Edmonds (2013) that diabetes results from several biological, environmental and lifestyle factors that lead to abnormal metabolism and hyperglycemia. Foster and Edmonds (2013) conquers with Cheyette (2005) that diabetes is a life-long condition that is associated with high glucose in the blood since the pancreas is incapable of producing enough insulin that is essential in regulating the blood sugar levels. I agree with Cheyette (2005) that John is experiencing high sugar levels due to inability to produce enough insulin. As Anderson and Rubin (2000) have outlined, insulin initiates the signal transduction whereby the glucose will enter the bloodstream for it to be stored as energy in the muscles or converted to fat by the liver. Tuomi (2005) confirms that insulin signals the liver to convert glucose to glycogen in case the body has sufficient energy. From the analysis, I believe insufficient of insulin affects metabolism processes in the body of John. The Health Commission (2007) explains that some critical pathophysiological aspects of type 2 diabetes include impaired secretion of insulin and increased body resistance