Free Essays on St. Genevieve

She devoted herself to works of charity and practiced severe corporal austerities, abstaining completely from flesh meat and breaking her fast only twice in the week. These mortification’s she continued for over thirty years, till her ecclesiastical superiors thought it their duty to make her diminish her austerities. Many of her neighbors, filled with jealousy and envy, accused Genevieve of being an impostor and a hypocrite. Like Blessed Joan of Arc, in later times, she had frequent communion with the other world, but her visions and prophecies were treated as frauds and deceits. Her enemies conspired to drown her; but, through the intervention of Germain of Auxerre, their animosity was finally overcome. The bishop of the city appointed her to look after the welfare of the virgins dedicated to God, and by her instruction and example she led them to a high degree of sanctity. In 451 Attila and his Huns were sweeping over Gaul; and the inhabitants of Paris prepared to flee. Genevieve encouraged them to hope and trust in God; she urged them to do works of penance, and added that if they did so the town would be spared. Her exhortations prevailed; the citizens recovered their calm, and Attila's hordes turned off towards Orleans, leaving Paris untouched. Some years later Merowig (Mà ©rovà ©e) took P aris; during the siege Genevieve distinguished herself by her charity and self- sacrifice. Through her influence Merowig and his successors, Childeric and Clovis displayed unwonted clemency towards the citizens. It was she, too, who first formed the plan of erecting a church in Paris in honor of Saints Peter and Paul. Clovis at Mont-là ¨s-Paris began it, shortly before his death in 511. Genevieve died the following year, and when the church was completed her body was interred within it.... Free Essays on St. Genevieve Free Essays on St. Genevieve She devoted herself to works of charity and practiced severe corporal austerities, abstaining completely from flesh meat and breaking her fast only twice in the week. These mortification’s she continued for over thirty years, till her ecclesiastical superiors thought it their duty to make her diminish her austerities. Many of her neighbors, filled with jealousy and envy, accused Genevieve of being an impostor and a hypocrite. Like Blessed Joan of Arc, in later times, she had frequent communion with the other world, but her visions and prophecies were treated as frauds and deceits. Her enemies conspired to drown her; but, through the intervention of Germain of Auxerre, their animosity was finally overcome. The bishop of the city appointed her to look after the welfare of the virgins dedicated to God, and by her instruction and example she led them to a high degree of sanctity. In 451 Attila and his Huns were sweeping over Gaul; and the inhabitants of Paris prepared to flee. Genevieve encouraged them to hope and trust in God; she urged them to do works of penance, and added that if they did so the town would be spared. Her exhortations prevailed; the citizens recovered their calm, and Attila's hordes turned off towards Orleans, leaving Paris untouched. Some years later Merowig (Mà ©rovà ©e) took P aris; during the siege Genevieve distinguished herself by her charity and self- sacrifice. Through her influence Merowig and his successors, Childeric and Clovis displayed unwonted clemency towards the citizens. It was she, too, who first formed the plan of erecting a church in Paris in honor of Saints Peter and Paul. Clovis at Mont-là ¨s-Paris began it, shortly before his death in 511. Genevieve died the following year, and when the church was completed her body was interred within it....

Essay on Basketball

Essay on Basketball Essay on Basketball This is a free sample essay on Basketball: The Womens American Basketball Association is the premier showcase and developmental league for women. The W.A.B.A. organizes professional womens basketball teams throughout the United States. The W.A.B.A. provides quality family entertainment through the sport of Women’s Professional Basketball. The W.A.B.A. provides exciting action, competitive performance, comfortable surroundings and affordable ticket prices. Through the promotion and organization of talented owners, directors, league officials, franchisees, teams, coaches, trainers, staff and players, the W.A.B.A. will help to develop the communities in which we play by providing role models for our fans and exposure for the talented women athletes. Playing a 20 game regular season schedule with a full playoff format, womens professional basketball players get to showcase their talent. There are many extremely talented women who have played at all levels of semi-pro or college basketball. With escalating popularity in womens professional basketball, both in the United States and internationally, the W.A.B.A. exists to assist talented women players achieve the positions of their dreams. The scheduling of W.A.B.A. is formatted to coincide with the W.N.B.A. off season. This allows representatives from the W.N.B.A. and international leagues to evaluate players for positions in womens professional basketball teams. The W.A.B.A. will also provide developmental opportunities for coaches, statisticians, trainers, and administrative staffing positions within professional basketball. The W.A.B.A. is inviting quality teams from the Northeastern United States to join the Associations roster. The states of Connecticut, Delaware, Maryland, Massachusetts, New Jersey, New York, Pennsylvania, Virginia and Washington D.C. currently make up the W.A.B.A. Northeastern Region with Southern and Western regions to follow. Each organization is encouraged to develop marketing and sponsorships both locally and nationally. By joining the W.A.B.A., each franchise shares in the responsibility of contributing to the overall future success of the W.A.B.A. by presenting a professional image both on and off the court and upholding the high standards of quality within the Association. The W.A.B.A. will be actively involved in helping the American Cancer Society in many ways with proceed donations and philanthropic events currently being planned. Basketball is great and it is the best sport ever. ______________ is a professional essay writing service which can provide high school, college and university students with 100% original custom written essays, research papers, term papers, dissertations, courseworks, homeworks, book reviews, book reports, lab reports, projects, presentations and other assignments of top quality. More than 700 professional Ph.D. and Master’s academic writers. Feel free to order a custom written essay on Basketball from our professional essay writing service.

Stovall home products case Essay Example | Topics and Well Written Essays - 500 words

Stovall home products case - Essay Example We are sorry for the inconvenience caused for you in this regard and there is more effective solution available to remove stains from resin based finish. Please note, Mix the ingredients with one gallon of cold water, two tablespoon of sodium sulphate and a half cup of white vinegar thoroughly. Afterwards, immerse the whole jacket for about 20 minutes, then rinse the jacket by hand or run it in washing machine with water only, do not add anything at all and hang the jacket to drip dry. Sodium sulphate can be purchased either from a drug store or a photo supply shop. One more alternative solution is also available. You can send your Sportique jacket to us and we have many alternatives to work on it, it will take a couple of weeks’ time. If you are willing then do send it to us and Stovall will pay the postage. Website for â€Å"Negative Message Writing† (Writing Negative Messages, 2002). is used for learning about how we have to communicate the negative messages in various situations and it also involves various legal implications. In the above situation the problem is caused by the consumer not Stovall’s even though we need to treat the customer based on positive approach. So we have mentioned quite clearly the cause for the issue and also suggesting her some possible solutions to get rid of the problem. If she is not able do to it at home, Stovall is willing do to for her at Stovall’s cost. The above information can be arranged as per learning from the website. I referred a book for â€Å"Writing an effective business letter† (Writing An Effective Business Letter, 2013) for learning letter templates. Based on their template only, I had drafted the above

Chronic Conditions Prevention and Management Essay

Chronic Conditions Prevention and Management - Essay Example There are myriad pathogenic processes that are involved in the development of the disease. These processes range from destruction of the ÃŽ ²-cells of pancreas, which is an autoimmune process, with concurrent deficiency of insulin to different abnormalities that leads to the resistance to insulin action. The underlying factor of the abnormalities in protein, fat and carbohydrates metabolism in diabetes disease is as a result of reduced insulin action on target tissues. Studies have shown that insulin secretion impairment, as well as the defect in insulin action, often coexists in one patient but it is not clear which abnormality is usually the primary cause of the elevated blood sugars (American Diabetes Association, 2011). Diabetes causes substantial morbidity and mortality in Australia and the estimates of diabetes prevalence provide stakeholders to plan and allocate enough funds for health services. Therefore, the continuous availability of data on the prevalence of diabetes in Australia is significant for disease monitoring, planning, identifying the population at risk, providing services for people and developing an effective preventive strategies (Shaw & Tanamas, 2012). It is approximated that one million Australians are diagnosed with diabetes mellitus and the prevalence increases with age, which is noted to be higher in male gender (4.9%) than in female gender (3.8%). In addition, the prevalence is high in the northern part of Australia (10.6%) and lowest in the Central part of Australia (3.0%). The disease has been noted to have an onset at childhood in several cases. A report issued by an Australian Institute of health showed that 0.3% of Australians aged below 35 years were diagnosed with diabetes as compared to 16% of Australians aged above 65 years.

An interview is a conversation Essay Example for Free

An interview is a conversation Essay An interview is a conversation between 2 or more people, arranged for certain specific purpose or in general.   For an interview to occur, the individual being called should be known to a certain extent.   However, the process of interview helps the interviewer to screen the individual further and get to know the interviewee better.   Many organizations are conducting interview to know whether the qualities, skills and qualifications of the individual would be a match for that of the organization, and whether the individual would be of any use to the organization (USC Career Planning Placement Center, 2008). An interview can be a traditional one-to-one interview, group interview or an interview conducted before a panel or committee.   During a one-to-one interview, eye contact between both the individuals is required along with strong listening and responsiveness.   Both the individuals should get a rapport with each other (Oatey, 1999).   In a panel interview, one interviewee would be facing a panel of interviewers.   The entire process of selection is held before a panel rather than a single interviewer. The interviewee has to read and understand each personality of the panel and accordingly make adjustments.   The individual needs to take the time to answer each and every query from each of the panel members, but has to make strong eye contact and use listening skills during the interview process (USC Career Planning Placement Center, 2008).   A group interview is to determine which individual can lead other employees.   It is usually conducted between a panel and a group of interviewees seeking a vacancy in the organization.   This interview process is usually informal, but strong discussion points may arise, which can lead to a significant impact on the final interview process. Group interview may not be a one-to-one situation, and hence the individual skills of the interviewees would not be known.   However, as greater intellectual efforts would be going in, the brainstorming potential would be higher.   Besides, there is also a good chance to determine the communication and the roles each of the interviewee would be playing in a team (Alan Price and HRM Guide Network, 2008).

Comparison of Madness and Sanity in Hamlet and Death of a Salesman Essa

Comparison of Madness and Sanity in Hamlet and Death of a Salesman Could anyone really determine whether or not a person is mad or sane? In William Shakespeare’s Hamlet and Arthur Miller’s Death of a Salesman each of their two main characters, Hamlet and Wily Loman, are put up to this question, but in each situation their so-called madness differs in the cause of them. The ways in which their madness affects their lives is proven by three actions. These actions are neglecting their responsibilities, negatively influencing others, and finally distracting themselves. It is really never determined whether or not Hamlet and Willy are really mad, but there is some good details that reflect it. Both characters were once respectable, yet now they are neglecting responsibilities that they have. Hamlet, we first learn, is an intelligent student. Now by the end of the play he neglects to do what he is supposed to. The first thing he should have done is avenge his father’s death by killing Claudius. He has many chances in which he could, but doesn’t do it. Is he maybe questioning the the validity of the ghost or is his conscious getting to him. Then he starts losing track of what he should do and when he does do things he doesn’t care whether or not it is right. For example, the killing of Polonius. He killed him without a flinch. Finally when he does realize who he killed, he shows no remorse. Shouldn’t he have? He killed his love’s father. Maybe he doesn’t have a conscious or maybe from the trauma of his father’s death he’s not thinking right anymore. Now, Willy Loman in the beginning of Death of a Salesman is shown to be â€Å"not quite there† to the readers. He cannot keep his mind on the present, he ... ...struggle was long and finally tragic. Linda says, "A small man can be just as exhausted as a great man." Miller writes, "...this man is actually a very brave spirit who cannot settle for half but must pursue his dream of himself to the end.† Willy was so absorbed with being number one, so that’s all that mattered. And when he finally realizes that his son loves him and in a way holds him as number one, then he is content and can be at rest. By examining both Hamlet in William Shakespeare’s Hamlet and Willy Loman in Arthur Miller’s Death of a Salesman, you see that they are not completely mad but maybe disillusioned. There are times when they can be fine and times when the madness overtakes them. So in determining whether or not they are mad would be a difficult task. Although the causes of their madness differs, the end of both are the same.

“Allocating Merit Raise” Case Analysis

Abstract Small State University is facing the dilemma of how to allocate the $17,400 that the state agreed to give to the management department. Each qualified candidate’s employment information is given to help determine the merit raise decision. Before the decision can finalize, research and analysis will be conducted. A case solution will include the implementation of management approval, budget recommendations, communication and essential steps of the new policy to the university, and fair distribution of merit raise. Keywords: merit raise, human resources, performance evaluation, merit raise procedures Introduction Small State University has 40 full-time and more than 30 part-time faculty members and enrolls about 8,000 students. There are five departments within the university, which include management, marketing, finance, and accounting, decision sciences, and information technology. The state agreed to give raises of $17,400 to the management department. The faculties in the department are evaluating yearly and their performance is based on teaching, research, and service. The department chairs utilize Far Exceeds Standards, Exceed Standards, Meets Standards, and Fails to Meet Standards are to use judge a faculty’s performance. At Small State, teaching and research are more important than service. A two year student course evaluation is used to measure a faculty’s teaching performance. The number of articles published over a three-year period is use to evaluate a faculty’s research performance. Lastly, service is based on the accomplishments of service to the university, college, profession, and community within a two-year period. As the department chair, it is my responsibility to divide the $17,400 fairly among the faculty members within the law. As an educational institution, merit pay is designed to encourage high effort by rewarding productivity. However, there are times that merit pay is overly awarded, which cause employees to think of it as an incentive. The decision of who deserves the merit pay can be a complication. There are six recipients who are equally qualified for the $17,400 that the state is willing to issue. First, it is important to look at the individual’s profile. Policy The annual faculty evaluation considers teach, research, and service to evaluate a faculty’s performance. To provide the department chair with the information, each eligible member is requiring submitting an Anticipated Activities Plan (See Appendix A) and an Annual Activities Report (See Appendix B) each year. Both reports are due in the month of June each year and will be kept in the member’s file. The department chair will consult members to insure that the scope of the effort and distribution among the criteria is appropriate. How it is determine is based on the nature of the member’s appointment and their anticipated activities report. Procedures Evaluation The department chair will conduct an evaluation by comparing the two reports. When comparing, the report is view as the goal of the plan. In addition, the department chair will use the student and peer evaluations. After the evaluation, each member will be given the opportunity to review the decision and have five days to appeal. After the time is due, the department chair will submit an official written evaluation to the Dean for determination. Determination Merit raises are derived from the evaluations using the four category rating scale in each of the three performance areas. Rating Scale: Far Exceeds Standards 3 Exceed Standards 2 Meets Standards 1 Fails to Meet Standards 0 For Small State University, there are a total of six faculties and an incremental merit of $17,400, which made the merit increment to $2,900. Each member will received as followed: | | Review Cycle Ending: | Be as specific as possible describing anticipated activates in Teaching, Research and Service for the upcoming academic year. Address your plans for the following two years in a more general manner. Identify any major change of emphasis since the last reporting cycle. Emphasize major goals, expected changes in status of ongoing projects, or new initiatives. Indicate what department resources you anticipate are required to accomplish your plan. For example, if you are planning a sabbatical, are considering retirement, see a semester with heavier than normal research demands, envision changing space needs, and list this in as much detail as possible. Context: Major Career Goals In this section, describe the vision you have for your career. Indicate the broad interests or goals that guide your anticipated activities and bind your work into a coherent whole. Provide a context for the anticipate activities listed below so that the way in which each activity supports the common thread is apparent. | | Upcoming Academic Year |Teaching | | |Research | | |Service | | The Academic Year after next |Teaching | | |Research | | |Service | | Two Academic Years from Now Teaching | | |Research | | |Service | | Appendix B Department of business management annual Activities REPORT Faculty Member: |For the Period : | | |June 16, 2010 – June 15, 2011 | All responses go into tables and nearly all responses require that you put your name with each entry. This greatly facilitates the compiling of the information into a department summary for the annual report. All entries below should be in 10 point type to ensure uniformity when compiling. TEACHING A. Classes. For each academic session of the reporting period (Summer, Fall, Spring) list all courses and sections taught. Put one section per line and give the enrollment for that section. Fall Semester | |Course designator, number and full title |Section number |Enrollment | | | | | | | | | | | | | | | | | | | | | | | | |Spring Semester | | | | | | | | | | | | | | | | | | | | | | | | | |Summer Semester | | | | | | | | | | | | | | | | | | | | | B. Significant contributions. Describe any significant teaching contributions related to these courses (include development of new courses, substantive revisions in content, new instructional techniques, etc. ). If there are anomalies that affect your teaching (for example: extended absence for research or health, unusually high or low teaching l oads, unique teaching assignments, etc. ), discuss them here. Put your name in the left hand cell and the information in the right hand cell of the table. | | | C. Self-improvement. List changes you have made in your teaching that are the direct result of feedback from students (via evaluations or otherwise) or colleagues. Put your name in the left hand cell and the information in the right hand cell of the table. | | | D. Independent study/research. This includes PHYS 297, 298, 397, 398, 497, 498, 499, and research not associated with a formal course. This includes students who registered for the class and received credit and for students who worked on a research project and received wages. Include the topic, the student’s name, whether the work is for credit hours or salary, the approximate number of hours per week worked by student, and the outcome(s) for the student. For example, was a paper, a poster, an internal report, an oral presentation, etc. produced? If the student is participating in part of an ongoing project and there is not yet an outcome, indicate this. If a refereed paper was written, a presentation given by the student (oral or poster), or the student simply attended a workshop or conference, note this here and give full information in sections IIC – IIF as appropriate. Fall | |Course and |Student Name |Credit or Salary |Student hours/wk |Student Outcome | |Topic Title | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Spring | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Summer | | | | | | | | | | | | | | | | | | | | | | | | | E. Significance of student research. Discuss the significance of these student independent study/research contributions to your research program and to the students. Put your name in the left hand cell and the information in the right hand cell of the table. | | | SCHOLARLY ACTIVITY AND PROFESSIONAL DEVELOPMENT A. Grant applications submitted. Put all submitted and newly funded grants here. Provide complete information. The â€Å"life of grant† should give beginning and end dates. Any co-PI’s in other departments at JMU should include the name of their respective departments; co-PI’s from other institutions should list their institutions. In any event, all PI’s and co-PI’s are to be listed. Grant Title |PI |Co-PI |Agency |Life of Grant |1st Year Amt |Total Request |Funded | | | | | | | | |Yes/No | | | | | | | | | | | | | | | | | | | | | | | | | | | | B. Ongoing Grants. List here all multi-year grants that are in their second or subsequent years. Here, â€Å"single year amt† refe rs the amount for the current year. Grant Title |PI |Co-PI |Agency |Life of Grant |Single Year Amt |Total Amt | | | | | | | | | C. Publications. List here all papers published in refereed journals. Give complete citation information. In the case of large collaborations (more than ~10), you need list only the name of the collaboration and the JMU collaborators (although you may list all collaborators if you wish). However, it is important that at least the names of all JMU authors are listed so that a unique list of the department’s publication record can be generated. For smaller collaborations, always list all authors. Title |Author |Co-Author(s) |Student(s) |Journal / Volume/ Page |Year | | | | | | | | | | | | | | | | | | | | | | | | | | | | | D. Published Abstracts. As for publications, always list all JMU authors. Also list student abstracts for which your name does not appear but you supervised the work as listed above in section ID. Title |Author |Co-Author |Student |Jo urnal / Number |Year | | | | | | | | | | | | | | | | | | | | | | | | | | | | | E. Scholarly presentations. List all presentations given, both on and off campus. Under the â€Å"Meeting/Venue† heading indicate either the meeting (full meeting name and location) or the on-campus function (give specific class, event or symposium). Indicate whether you, your student or collaborator presented the paper in each case by putting the presenter’s name in bold. Title |Author |Co-Author |Student |Meeting/Venue |Date | | | | | | | | | | | | | | | | | | | | | | F. Presentations given to a general audience. List all presentations given, both on and off campus. Presentations given to school groups should be listed under outreach (section IIID). Under the â€Å"Meeting/Venue† heading indicate either the meeting (full name and location) or the on-campus function (class, event, etc. ). Indicate whether you, your student or collaborator presented the paper in each case by putting t he presenter’s name in bold. Title |Author |Co-Author |Student |Meeting/Venue |Date | | | | | | | | | | | | | | | | | | | | | | G. Conferences Attended. Make entries here if either you or your student(s) or both attended a conference, workshop or collaboration meeting. Conference Title |Faculty |Student(s) |Date | | | | | | | | | | | | | | | | | | | | | H. Professional Workshop/Short Course Participation. |Workshop |Faculty |Where |Dates | | | | | | | | | | | | | | | | | | | | I. Membership in Professional Organizations. Please give the full organization name, not just the abbreviation or acronym. Organization |Faculty name |Office Held | | | | | | | | | | | | | J. Membership in Research Collaborations. List the collaborations to which you belong. Under â€Å"Leadership Role(s)† indicate the collaboration activities for which you are a leader. Under â€Å"List of Projects† list your responsibilities/contributions as a collaboration member. If you are a leader or spokesperson for more than one experiment/project, make a separate entry in the table for each. Collaboration name |Faculty name |Primary research location |Office held |Leadership Role(s) |List of Projects | |or collaborator list | | | | | | | | | | | | | | | | | | | | K. Honors and Special Recognition Received. Faculty name |Honor /Award |Honoring Organization |Date | | | | | | | | | | | | | | | | L. Reviewing/Editing Manuscripts for Scholarly Journals. Include JMU Publications but clearly indicate them as such. Faculty name |Manuscript Title |Journal | | | | | | | | | | | | | M. Reviewing Manuscripts for funding agencies. If the review is done as a member of a panel, give the panel dates, give the number of proposals you read and the subject area of the panel. Faculty name |Manuscript Title |Agency |Dates | | | | | | | | | | | | | | | | N. Other significant contributions. List any other scholarly achievements hat you feel are significant but do not fit into the above categories. For example, indicate contributions to funded research for which you are not listed as a PI or co-PI or patents granted. Put your name in the left hand cell and the information in the right hand cell of the table. | | | O. Significance of your scholarship. Discuss the significance of the items listed in IIA through IIM. Particularly discuss your contributions to collaborative efforts and put these in context. Indicate which items are particularly noteworthy and explain why. For efforts that are part of an ongoing program, put this year’s work into a context. Indicate which, if any, items represent the conclusion of a particular component in your work or the initiation of a new direction. Put your name in the left hand cell and the information in the right hand cell of the table. | | | PROFESSIONAL SERVICE A. Committees. List the name of the committee chair and indicate the level of the committee. Your name will appear twice if you are the chair of the committee. |Level | Your name |Committee Title |Chairperson |Dept |College |University | | | | | | | | | | | | | | | | | | | | | | B. Exceptional contributions. If your contributions to any of the above ommittees are significant (beyond the usual work load and/or of particular importance to the department, college or university), please explain. Put your name in the left hand cell and the information in the right hand cell of the table. | | | C. Professional consultations. Put your name in the left hand cell and the information in the right hand cell of the table. At a minimum, include the name of the person/entity/organization with whom you consulted, the dates and outcomes. | | | D. Community and public school outreach activities. Be specific about your role in these activities and put your contribution in context. Put your name in the left hand cell and the information in the right hand cell of the table. | | | E. Other professional service. List here anything that does not fit into any of the above categories. Explain why these are noteworthy and how they impact your scholarship, teaching or service. Put your name in the left hand cell and the information in the right hand cell of the table. | | THIS YEAR’S MAJOR ACCOMPLISHMENT Indicate what you feel is your single most significant accomplishment this year. Explain why it is particularly important to you, your students or the department. Describe how it has or will impact your scholarship, teaching or service. If you expect this accomplishment to have a continuing impact and appear in your anticipated activities report, note this and explain. If this will have a broader impact on the department, discu ss this. Put your name in the left hand cell and the information in the right hand cell of the table. | | |

Vincent Tinto And Student Retention

Vincent Tinto is currently a Distinguished University Professor at the Syracuse University a position he has held since June 1998. Prior to that, he was a Professor of Education from June 1985 to June 1998 and an Associate Professor of Education since September 1975 to June 1985 at the same university. In the period September 1971 to June 1975 he was an Assistant Professor of Education in The Columbia University New York. He is also currently the chair of the Higher Education Program a position he has held since 1999. His academic background is also very impressive. He did his undergraduate studies in Fordham, The Jesuit University of New York in 1963 where he graduated with a bachelor of science in Physics and Philosophy. He went on to Rensselear Polytechnic Institute to pursue his masters’ degree in Physics and Mathematics in 1965. He holds a Ph. D. in Education and Sociology which he got from the University of Chicago in 1971. It is noted that while he was pursuing his doctorate he dropped out of school to join the Peace Corps and this may be one of the reasons why his researches major on student attrition and the ways to retain them in school. In this paper, the discussion will revolve around the arguments that he presents in the course of his numerous researches and in his body of works. The professor is of the view that to retain students in school all that the schools have to do is provide quality education. He tries to explain the reasons why students dropout of school especially after the first year of college (Tinto V. 1975). He also tries to provide the solutions that may work in retaining the students in the school especially through the provision of better and quality education to the students. This is done with the assumption that students want to be in school but other factors end up pushing them away. Looking at the way he approaches the issue, one notices that he lays most of the blame on the faculty. In his opinion, students would rather be in school but the faculty and education systems fail to meet the expectation of the students and hence their inability to continue being in school. They end up not trusting an education system that does not seem to meet the standards they expect an institution of higher learning ought to possess. The reception they get at the school also determines a lot if they will make it to the end of their course or they will drop out midway. According to Professor Tinto, there are three main factors that determine whether or not a student will complete their college education and these are â€Å"academic preparation, commitment and involvement† (Seidman A. & Tinto V. 2005). Although there are other factors, these are the ones identified as being most common among most of the cases. It has become of paramount importance for the schools to be able to retain their students because the graduation rate has become one of the factors determining the rating of a college. In order for a school to upgrade its position or maintain the one it is currently holding if it is a good position, a way has to be found to retain the students who are at risk of withdrawing from school. Professor Tinto among others have been conducting researches to determine what makes student leave school while others faced with similar problems persist. He conducts interviews using high-risk students who have succeeded in college as his subjects. He focuses mainly on those who are in the two and the four year courses and are under prepared and underrepresented in terms of college education. He tries to find out from them which factors enabled them to persist when others failed. As stated before, commitment, preparation and involvement are the key factors determining whether one will remain in school or one will quit midway. In an article he wrote with Cathy Engstrom ‘Access Without Support is not Opportunity’ (http://www. changemag. org), they give the example of Donald who dropped out of college after transferring to a different school. He is an example of students who drop out due to being disappointed by the college. He starts off college in a school where the teachers are concerned with the students’ welfare and the environment is challenging. However, due to familial problems Donald is forced to move to another college which he feels lacks in quality when compared to the previous school. Professor Tinto notes that, although in Donald’s he later went back to school, not all dropouts go back to finish their education. It has been recorded that majority of high-risk students especially those who are low-income do not complete their college education. In the case of the four year degree courses, only about 26 percent of low-income students finish in a period of six years when compared to the 56 percent of high-income students who achieve the same (http://www. changemag. org). The reason given for this is that they are academically under prepared especially because they do not have access to academic resources in a manner similar to that of the high-income students. This leads to feelings of inadequacy and helplessness among the low-income students often resulting in their dropping out of school. They tend to view the time spent in school as a waste of their time which could be used to generate income by working. This decision is made because they cannot foresee ever getting the same grades as the high-income students since they are not on the same level. This means that their lack of preparation leads to their lack of commitment to the education that they are receiving. Lack of commitment then obviously leads to very high rates of dropping out of college. To deal with this problem, the faculty has to get involved since as professor Tinto sees it they are the main perpetrators of the problem. In Donald’s case, although he had not been well prepared for college, in his first school the teachers were concerned with his welfare and hence he was able to feel welcome in that school and able to concentrate on his studies. This corresponds to the idea that student-faculty out of class contact is very important to a students’ academic growth (Tinto V. 1993). When a student feels free to approach a teacher out of class, even if he or she was not well prepared when enrolling in the college, there is a high possibility that the student will succeed. The reason given for this is that the student will be able to ask for assistance and guidance from the teachers. This assistance may be academic or personal for example in choosing a career one may be able to get the best guidance from the teachers who know which are the student’s strong and weak points. A student may also be suffering from personal problems that affect his or her academic performance and by opening up to a teacher may be able to get the extra help required for excellence in the academic field. A teacher may also be able to assist a student with required material for the class or direct the student where to get the material if they do not have it or are unable to afford (Tinto V. 1975). From his research, Professor Tinto has found out that most of the students who succeed in college yet were in danger of dropping out attributed their achievement to contact with a faculty or staff member although this was rare (Tinto V. 1975). This contact with someone affiliated to the school helped the students get into the rhythm of college life and gave them someone to approach whenever they had problems in the school. They also got a point of reference when setting their goals of what they would like to achieve since they now had real life models to emulate and learn from. The student-faculty out of class relationship is very important as it leads to various positive gains by the student thus ensuring their retention in school. The student involved in this sort of interaction feels more satisfied with the faculty and the college as he or she feels welcome in the school. They develop both personally and intellectually while gaining the ability to think critically by being constantly in the presence of someone with experience in the field. The perception that the student has of the quality of the college improves consequently leading to their improved performance and in class while raising their educational aspirations. The overall result of all this is the persistence of the student to graduate since they have dreams to achieve (Tinto V. 1975). All the above is possible because the student has become committed to the education that he or she is receiving which is one of the key factors that the professor talks about. The student feels that there is a responsibility to attain the best grade possible because there are people helping him or her and it would be wrong to let them down. Furthermore, they have their appetites for education and also betterment of their futures through the same whetted and they also feel proud of having done the best that they could. There is also a sense of not wanting to be the one who let the entire school down through bad performance and dropping out. The third key factor that the professor talks about is the importance of the involvement of the student in the school society/community. He has come up with the idea of Learning Communities which involves the participation of both the faculty and the students. These communities work in creating a sense of community in the school that helps the students feel that they belong in a society that welcomes them. These communities are not for students only but faculty members can also form their own communities that aid them in providing the best possible education to the students while making learning easier and more enjoyable for both parties (Tinto V. & Engstrom C. 2002). Learning Communities are described as teams that meet on a regular basis a number of times in a week. These teams have an agenda to improve their work for the collective betterment of the school. The members also want to improve themselves daily by engaging in discussions within the group that aid in the attainment of the schools goals and also their individual goals. This is done independent from the classroom experience which also takes place. However the classroom influences the teams because members of the same group have top have similar interests which are determined by what is done in class. In the case of students, those pursuing similar courses tend to be members of the same group because they can discuss the same things in the group and also have the same goals. The students will meet several times a week at a time convenient for all the group members’ other than class time. Their discussions will revolve around the class work and the problems each encounters when attempting the same. In case there is a major problem common to all the members they have the opportunity to get in touch with a teacher and discuss the problem and get the necessary assistance (Seidman A. & Tinto V. 2005). When it comes to the faculty members, they may decide to meet weekly or twice a month to discuss ways in which they can improve service delivery to aid the students in their education. They also offer their criticism concerning the students and try and work out which ways would be best to improve the students’ performance. They also share the common problems that they encounter when performing their duties and discuss the ways in which they can make their work easier and the best ways they can deal with the problems. It is important for both students and faculty members to be involved for the Learning Communities to work. The students have to be able to count on the teachers support when addressing their issues and know that the teacher will respond to their queries. The teachers have to be available for consultations with the students. The students must be able to find time outside class when they can meet and address their problems and discuss class work. This is when this theory meets a hurdle in its implementation because time is a rare factor in college. It is almost impossible to find the people all having some free time at the same time and if the students manage it the teachers may not be available at that particular time. In conclusion, one has to give Professor Tinto credit for the work that he has done in trying to come up with ways to deal with the problems that students encounter in their college life. He has dedicated a lot of his time to researching on how to make learning easier and pleasurable to students so as to avoid their dropping out of school. He focuses on the failure of the faculty to provide a good learning environment thus causing the students to feel that the education they are getting is not worthwhile. He shows the different ways that this can be remedied to ensure that students remain in school and get good education. From his interviews, he arrives at the conclusion that for a better learning environment to be attained the students and the faculty has to change their attitude towards learning by making the learning institutions more welcoming to students. This is done by improving the out of class faculty-student relationships which aids the students get attuned to college life. It can also be done by forming learning communities which help both the students and teachers improve the education in the school and consequently the overall grade of the school. However, as much as his arguments as very valid and his solutions reasonable there are problems that are encountered in executing them. The students and faculty members claim not to have the time to be involved in the learning communities and in the student-faculty out of class meetings. However if they were to be implemented, they would be able to work beautifully. It is however important to note that not all students will be retained since some dropout of school for other reasons different from the ones discussed by the professor but the ones discussed can be greatly reduces if the measures were to be implemented.

Learn the Conjugations for Sourire (to Smile)

Learn the Conjugations for Sourire (to Smile) Sourire  is a great French verb because it means to smile. When you want to say the past tense she smiled or the present tense we are smiling, the verb will need to be conjugated. In order to do this, youll need to memorize quite a few words and this lesson will introduce you to the essentials youll need. The Basic Conjugations of  Sourire Some French verbs are easier to conjugate than others. Unfortunately, sourire is not one of the easy ones. Thats because its an irregular verb and it does not follow any common rules. However, a verb such as rire (to laugh) does share the same endings. If you study smiling and laughing at the same time, both will be just that much easier to remember. Who knows, you might even have a little fun! The first step in any French verb conjugation is to identify the verb stem (or radical). In this case, that is  sour-. With that, you can use the table to find the correct ending to use. Simply find the subject pronoun needed and choose either the present, future, or imperfect past tense. For example,  I am smiling is  je souris  and we smiled is  nous souriions. Present Future Imperfect je souris sourirai souriais tu souris souriras souriais il sourit sourira souriait nous sourions sourirons souriions vous souriez sourirez souriiez ils sourient souriront souriaient The Present Participle of  Sourire Beyond the verb usage, the present participle of sourire can be used as an adjective or noun. Its easy to form as well. Simply add - iant to the radical and you have souriant Sourire  in the Compound Past Tense The passà © composà © is a compound past tense and its used frequently in French. In order to construct it, you will conjugate avoir into the present tense and follow it with the past participle souri. That gives you jai souri for I smiled and nous avons souri for we smiled. More Simple Conjugations of  Sourire If you need to question to the act of smiling,  the subjunctive verb mood  can be used. When the act is dependent on something,  the conditional  is useful.  The passà © simple  and  imperfect subjunctive  are both literary forms, so youll find those most often in written French. Subjunctive Conditional Passà © Simple Imperfect Subjunctive je sourie sourirais souris sourisse tu souries sourirais souris sourisses il sourie sourirait sourit sourà ®t nous souriions souririons sourà ®mes sourissions vous souriiez souririez sourà ®tes sourissiez ils sourient souriraient sourirent sourissent The imperative  is the one time when its acceptable to skip the subject pronoun. Its useful for short sentences, such as commanding someone to Smile!   Imperative (tu) souris (nous) sourions (vous) souriez

Nikola Tesla, Discovered Alternating Current

Nikola Tesla, Discovered Alternating Current Nikola Tesla (July 10, 1856–January 7, 1943), who was a trained electrical and mechanical engineer, was one of the most influential inventors of the 20th century. Eventually holding over 700 patents, Tesla worked in a number of fields, including electricity, robotics, radar, and wireless transmission of energy. Teslas discoveries laid the groundwork for many of the 20th centurys technological advances. Tesla’s life played out like a science fiction movie. He often had flashes of light in his mind that revealed the design of innovative machinery, which he committed to paper, constructed, tested, and perfected. But all was not easy. The race to light up the world was fraught with rancor and animosity. Fast Facts: Nikola Tesla Known For: Discovered alternating current (AC), influenced the modern electrical-supply systemAlso Known As: Father of AC Current, Father of the Radio, The Man Who Invented the 20th CenturyBorn: July 10, 1856 in Smiljan, CroatiaParents: Milutin Tesla, Ä uka TeslaDied: January 7, 1943 in New York CityEducation: Realschule in Karlstadt, the University of Prague, the Polytechnic Institute in Graz, Austria (studied mechanical and electrical engineering, but dropped out)Published Works: The Problem of Increasing Human Energy (published in  The Century Magazine  in 1900), Experiments With Alternate Currents of High Potential and High Frequency  (1904, republished in 2012), My Inventions: The Autobiography of Nikola Tesla (1919)Awards and Honors: AIEE  Edison Medal  (1917), University of Paris Medal (1937), The Medal of the University St. Clement of Ochrida, Sofia, Bulgaria (1939), IEEE Nikola Tesla Award (presented annually to an individual or team that has made an outstanding contribution to the generation or utilization of  electric power)Notable Quote: If you want to find the secrets of the universe, think in terms of energy, frequency and vibration. Early Years Tesla was born on July 10, 1856, to Milutin Tesla, a Serbian Orthodox priest in Smiljan, Croatia, and Ä uka Tesla. He credited his innovative quest to his mother, an inventive homemaker who created appliances such as a mechanical eggbeater to help with the home and farm. Tesla studied at the Realschule in Karlstadt, the University of Prague, and the Polytechnic Institute in Graz, Austria, where he studied mechanical and electrical engineering. Work With Edison In 1882, the 24-year-old Tesla was working for the Central Telephone Exchange in Budapest when the idea for a rotating magnetic field flashed through his mind. Tesla was determined to turn his idea into a reality but he was unable to find backing for the project in Budapest; thus, Tesla moved to New York in 1884 and introduced himself to Thomas Edison through a letter of recommendation. Edison, the creator of the incandescent light bulb and the world’s first electric lighting system in the commercial blocks of lower Manhattan, hired Tesla at $14 per week plus a $50,000 bonus if Tesla could improve Edison’s electric lighting system. Edisons system, a coal-burning electric generating station, was limited to supplying electricity to about a one-mile radius at the time. AC vs. DC Although Tesla and Edison shared a mutual respect for one another, at least at first, Tesla challenged Edison’s claim that current could only flow in one direction (DC, direct current). Tesla claimed that energy was cyclic and could change direction (AC, alternating current), which would increase voltage levels across greater distances than Edison had pioneered. Since Edison didnt like Teslas idea of alternating current, which would impose a radical departure from his own system, Edison refused to award Tesla the bonus. Edison said the offer of a bonus had been a joke and that Tesla didnt understand American humor. Betrayed and insulted, Tesla quit working for Thomas Edison. Scientific Rival Seeing an opportunity, George Westinghouse (an American industrialist, inventor, corporate entrepreneur, and a rival of Thomas Edison in his own right) bought Tesla’s 40 U.S. patents for the polyphase alternating current system of generators, motors, and transformers. In 1888, Tesla went to work for Westinghouse in order to develop the alternating current system. At this time, electricity was still new and feared by the public due to fires and electric shocks. Edison fed that fear by using smear tactics against alternating current, even stooping to the electrocution of animals to scare the community into believing that alternating current was much more dangerous than direct current. In 1893, Westinghouse outbid Edison in lighting up the Columbian Exposition in Chicago, which allowed Westinghouse and Tesla to show the public the marvels and advantages of electric light and appliances via alternating current. This demonstration of alternating current convinced J.P. Morgan, an American investor who had originally financed Edison, to back Westinghouse and Tesla in their design for the first hydroelectric power plant in Niagara Falls. Built in 1895, the new hydroelectric power plant transmitted an amazing twenty miles away. Large AC generating stations (using dams on large rivers and power lines) would eventually link across the nation and become the type of power supplied to homes today. A Wireless World Winning the War of Currents, Tesla sought a way to make the world wireless. In 1898, Tesla demonstrated a remote-controlled boat at the Madison Square Garden Electrical Exhibition. The following year, Tesla moved his work to Colorado Springs, Colorado, in order to construct a high-voltage/high-frequency tower for the U.S. government. The goal was to develop a wireless transmission of energy using the vibrating waves of the earth to generate unlimited power and communications. Through this work, he lit 200 lamps without wires from a distance of 25 miles and shot man-made lightning into the atmosphere using a Tesla coil, a transformer antenna he had patented in 1891. In December 1900, Tesla returned to New York and began work on a â€Å"World-System† of wireless transmissions intended to link up the world’s signal stations (telephone, telegraph, etc.). However, the backing investor, J.P. Morgan, who had financed the Niagara Falls project, terminated the contract upon learning that it would be â€Å"free† wireless electricity for all to tap into. Death On Jan. 7, 1943, Tesla died at the age of 86 of coronary thrombosis in his bed at the Hotel New Yorker where he resided. Tesla, who had never married, had spent his life creating, inventing, and discovering. Upon his death, Tesla held over 700 patents, which included the modern electric motor, remote control, wireless transmission of energy, basic laser and radar technology, the first neon and fluorescent illumination, the first X-ray photographs, the wireless vacuum tube, the air-friction speedometer for automobiles, and the Tesla coil (widely used in radio, television sets, and other electronic equipment). Legacy On June 21, 1943, the U.S. Supreme Court ruled in favor of Tesla as â€Å"the father of the radio† rather than Guglielmo Marconi who had received the Nobel Prize in Physics in 1909 for his contributions to the development of the radio. The court’s decision was based on Tesla’s lectures of 1893 and possibly due to the fact that the Marconi Corporation had sued the U.S. government for royalties for using radio patents during World War I. In addition to all that Tesla created, he also had many ideas that he didnt have time to finish. Some of these ideas included massive weapons. In a world still immersed in World War II and that was just beginning to split into East vs. West, ideas of massive weapons were coveted. After Teslas death, the FBI seized Teslas belongings and notebooks. It is thought that the U.S. government used the information from Teslas notes to work on building beam weapons after the war. The government set up a secret project, called Project Nick, which tested the feasibility of death rays, but the project was eventually shut down and the results of their experiments were never published. Sources â€Å"25 Nikola Tesla Quotes to Become the Inventor of Your Dreams.†Ã‚  Goalcast, 20 Dec. 2017.Editors, History.com. â€Å"Nikola Tesla.†Ã‚  History.com, AE Television Networks, 9 Nov. 2009.â€Å"The Extraordinary Life of Nikola Tesla.†Ã‚  Smithsonian.com, Smithsonian Institution, 5 Jan. 2018.â€Å"Nikola Tesla.†Ã‚  Nikola Tesla, u-s-history.com.

Swire Pacific Case Study Example | Topics and Well Written Essays - 1000 words

Swire Pacific - Case Study Example Through its development it has nearly 4000 permanently employed staff and over 9000 cockpit and cabin crew, which enables the company offer unrivalled services, with this numbers its one of the highest employer in Honk Kong's economy. Cathy pacific services limited won the bid in the first quarter of 2008 to set up a new cargo handling facility at the Hong Kong International Airport in the which would be built at a cost of HK$4.8 billion, with this it would be able to handle the largest air cargo in world within the year 2011 upon its completion (Steger, 2003). The airline has partnered with other major global airlines in the oneworld global alliance, which serves in 150 countries with more than 700 destinations. It also has interest in airline catering services with one of the largest flight kitchens in the world, with wholly owned subsidiaries servicing other international carriers across Hong Kong. With Swire owning 40% of Cathy Pacific Airways it has interest in aviation engineering through Hong Kong Engineering Company Limited after a merger was sealed between the companies. Being listed on the Hong Kong stock market, it has 4,600 employees in Hong Kong. It is the largest maintenance service provider in Hong Kong International Airport and in Asia's aeronautical maintenance industry. With the construction of the third and fourth maintenance hangar it provides Hong Kong extra employment and income generating opportunities. With 2000 employees in its ground services company in Hong Kong, as well as its Vogue Laundry Unit serving over 20 airlines, it has an edge over Hong Kong's economic prospects on its hospitality industry than any other aviation company around (Murray, 2006). Beverages With Swire Pacific being an anchor bottler with coca-cola, it is the main distributor and product developer for coca-cola brands in Hong Kong and mainland China, under the brand name Swire coca-cola Hong Kong Limited where Pacific owns 87.5% in shareholding. This clearly makes Swire Pacific the highest employer in Hong Kong beverage industry through its high operations base and more than 15 distribution and sales centers to serve a market base of more than 47million in Hong Kong and 400nillion around the globe. Apart from the coca-cola products it also produces mineral water and ready to drink milk tea either with Nescaf'e or Nestl ingredients (Steger, 2003). Hospitality Swire also has interests in the hospitality industry through the completion of its boutique hotels in Hong Kong by its wholly owned subsidiary Swire Hotels, which would be luxurious hotels offering lifestyle to travellers in search of personalized and individual services. This would make Hong Kong one of the major tourist and business travel destinations in the larger Asia. With promotion of the tourism industry it would earn Hong Kong the much needed foreign cash flow and high employment opportunities in its economy (Bastardas-Boada, 2002). Economic Assessment of Asia-Pacific Tourism sector in this