Guestimate The line and the angle Essay Example

Guestimate The line and the angle Essay Example Guestimate The line and the angle Essay Guestimate The line and the angle Essay Essay Topic: The Guest 1- I predict that if people are good at guessing the length of a line they will be good at guessing the degrees of an angle. 2- I predict that the higher the schooling year the better the estimate. Target population I have decided to investigate within the schooling ages of 7 and 9 firstly because these are easily available to collect due to having timetables and knowing where all the students will be when needed to guestimate. Another reason for picking students between these ages is that it is a big enough variety to draw conclusions from, and decide whether the amount of school really does improve the ability to guess the size of a line or angle. I will not be asking every year group as this will take up too much time and will not be necessary. I will be asking years 7, 9 and 11 this gives a big enough range of the amount of school experienced without asking every year. : Study Population I have chosen to get a list of the students in years 7, 9 and 11 and then ask every fourth person on the list this will the give a quarter of each year being asked which is enough to draw conclusions from. I am not going to ask everyone in the three selected years because this would take to long and it is not compulsory to get the information I need. Aims I will prove my hypothesis true or false by asking the selected people to guess the length of a line or size of an angle and then find the mean median mode for each year and draw graphs. I will also draw a graph relating their guess of the size of an angle to their guess of the length of a line. To gain fairly accurate results we will not let the pupils take the sheets away whilst guessing we will stay with them so there is no chance of using a rule or protractor. Possible things that may go wrong is that after we have asked one person they may go back and explain to the other people their opinion of the sizes that may give bias results to prevent this we will not tell them the actual answer. Results Year 7 Estimate of line Estimate (cms) 2 4? 4 6 ? 6 8 ? 8 10 ? 10 12 ? 12 14 ? 14 16 ? 16 18 ? 18 20 ? Totals Frequency 17 15 6 5 1 2 46 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 51 75 42 45 11 0 0 0 38 262 Mean = 262/46 = 5.70 Modal group = 2 4? Median is approximately 5cms Estimate (?) 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 3 10 12 12 1 1 2 4 1 46 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 45 250 420 540 55 65 150 340 95 1960 Range = 2-20 = 18 Estimate of angle Mean = 1960/46 = 42.61 Modal group = 30 50? Median is approximately 38? Range = 10-100 = 90 Year 9 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 6 23 6 5 0 0 0 0 0 40 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 18 115 42 45 0 0 0 0 0 220 Mean = 220/40 = 5.50 Modal group = 4 6? Median is approximately 5cms Range = 2 10 =8 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 3 10 23 1 1 0 0 2 40 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 75 350 1035 55 65 0 0 190 1770 Mean = 1770/40 = 44.25 Modal group = 40 50? Median is approximately 43? Range = 20 100 =80 Year 11 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 3 29 2 0 0 0 0 0 0 34 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 9 145 14 0 0 0 0 0 0 168 Mean = 168/34 = 4.94 Modal group = 4 6? Median is approximately 4.5cms Range = 2-8 = 6 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 6 11 16 1 0 0 0 0 34 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 150 385 720 55 0 0 0 0 1310 Mean = 1310/34 = 38.53 Modal group = 40 50? Median is approximately 40? Range = 20 60 = 40 To find if my first hypothesis is true I will draw a scatter graph of all the estimates of year 7. 9 and 11 students. I will have boundaries on the graph, from 3 6cms this will be classed as a good estimate of the line, 30 45? this will be a good estimate of the angle. I will shade these areas to investigate if students who are good at estimating the line are good at estimating the angle. I drew Cumulative frequency graphs of the results above this will show how consistent the estimates were. I will see how close to the actual the median is, and the smaller the inter-quartile range the more consistent the estimates will be. If my second hypothesis is correct the inter-quartile range should be larger for year 7 students and should be slightly smaller for year 9 students but year 11 students should have the smallest inter-quartile range. Under the cumulative frequency graphs I will draw box and whisker charts these will give a better picture of the size of the upper and lower quartiles of the graph and will show more how consistent the estimates were. Standard deviation Year 7 line 3.54cm Year 9 line 1.72cm Year 11 line 0.71cm Year 7 angle 16.40? Year 9 angle 13.85? Year 11 angle 8.00? This proves my hypothesis correct that the higher the academic year the better the estimate. With standard deviation the closer to 1 the result is the less spread out the results and the more consistent they are, showing a more educated estimates in the higher years. The higher the year in both angle and line the standard deviation becomes closer to 1. Whilst investigating my first two hypothesis 1: I predict that if people are good at guessing the length of a line they will be good at guessing the degrees of an angle. 2: I predict that the higher the year the better the estimate. I noticed a difference in the results from different sets so I have prepared a new hypothesis 3: I predict that the higher the set the better the estimate of the length of a line and the degrees of an angle. To investigate this hypothesis I will work out the Mean median mode and range for set 1, 3 and 5 students in years 7, 9 and 11 I will then compare and draw conclusions from this information Set 1 Estimate of the line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 5 9 3 0 0 0 0 0 0 17 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 15 45 21 0 0 0 0 0 0 81 Mean = 4.76 Modal group = 4 6? Median is approximately 4.5 Range =2 8 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 1 4 3 9 0 0 0 0 0 17 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 15 100 105 405 0 0 0 0 0 625 Mean = 36.76 Modal group = 40 50? Median is approximately 40? Range = 10 50? Set 3 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 0 13 4 1 1 0 0 0 0 19 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 0 65 28 9 11 0 0 0 0 113 Mean = 5.95 Modal group = 2 4? Median is approximately 5.5 Range = 4 12 Estimate of angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 3 4 10 1 0 0 1 0 19 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 75 140 450 55 0 0 85 0 805 Mean = 42.37 Modal group = 40 50? Median is approximately 43? Range = 20 90? Set 5 Estimate of line Estimate 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 Totals Frequency 5 7 0 6 0 0 0 0 0 18 Mid-interval value 3 5 7 9 11 13 15 17 19 Frequency x mid-interval value 15 35 0 54 0 0 0 0 0 104 Mean = 5.78 Modal group = 4 6? Median is approximately 5cm Range = 2 10cm Estimate of an angle Estimate 10 20 20 30 30 40 40 50 50 60 60 70 70 80 80 90 90 100 Totals Frequency 0 4 3 8 0 0 1 1 1 18 Mid-interval value 15 25 35 45 55 65 75 85 95 Frequency x mid-interval value 0 100 105 360 0 0 75 85 95 820 Mean = 45.56 Modal group = 40 50? Median is approximately 42? Range = 20 100? Conclusion Hypothesis 1 = I predict that if people are good at guessing the length of a line they will be good at guessing the degrees of an angle. Scatter graph from the scatter graph I found out that my hypothesis was nearly always correct I had 9 points of year 7 students that were good at estimating the line but not at estimating the angle (green area) so this proved my hypothesis wrong. 7 points on the graph were year 7 students that were good at estimating the angle but not the line (yellow area) this also proved my hypothesis wrong. There were 13 points in the pencil shaded area this meant that they were good at estimating the line and the angle. There were 5 points of year 7 students that were neither good at estimating the line or at estimating the angle this proved my hypothesis was right. 9 + 7 =16 this is how many points made my hypothesis wrong. 13 + 5 = 18 this is how many points of the year 7 estimate proved my hypothesis was correct. 52% of the year 7 points proved my hypothesis correct. Of the year 9 students there were no points on the graph that showed they were better at estimating the line than the angle. Although there were 4 points on the graph that showed year 9 students were better at estimating the angle than the line (yellow area). 16 points on the graph were that year 9 students estimated the line and the angle well (pencil shaded area). 6 points on the graph showed that they were neither good at estimating the line or the angle. 4 points proved hypothesis wrong. 16 + 6 = 22 this is how many points proved my hypothesis was correct. 81% of the points of year 9 students proved my hypothesis correct. Of the year 11 students there were 6 points on the graph that showed year 11 students were better at estimating the line than the angle (yellow shaded area). This proved my hypothesis wrong. There were no points in the yellow shaded area showing that they could estimate the angle better than the line. 2 points on the graph were neither good at estimating the line or the angle, although there were 17 points that were good at both hypothesis and line this proved my hypothesis correct. 6 points proved wrong, 2 + 17 = 19 proved hypothesis correct. 76% of the points on the graph proved my hypothesis correct Overall 76% + 81% + 52% = 209%/3 = 70% proved my hypothesis correct. I found out that year 9 students were better at estimating the angle that the line as there were no points that showed they were better at estimating the line. I found out that year 11 students were better at estimating the line as there were no points showing that they were better at estimating the angle. 5 points in year 7 were neither good at estimating the line or the angle, 6 points were good at neither in year 9 and 2 point6s were good at neither in year 11 this backs up my hypothesis that The higher the year the better the estimate. These results are not reliable because there were not even numbers of year 7,9 and 11 pupils and the points on the scatter graph may have been swayed if 2 or more members of the same year had guessed the same point because it was only marked once. Second hypothesis I predict that the higher the year the better the estimate. Cumulative frequency graphs Year 7 angle On the graph the median was 40? this was very close to the actual result although on the graph the inter-quartile range was 17.5? this shows the estimates were not very consistent you can see this better on the box and whisker chart underneath the boxes are fairly big. Year 7 line On the graph the median is 4.5 this is what the actual answer was although on the graph the inter-quartile range was 4.4cm this shows the estimates were not very constant. The boxes of the box and whisker chart are large. Year 9 line The median is 37.5 this is very close to the actual answer, the inter-quartile range is 15? this shows that the estimates are more consistent than the year 7 estimates this backs up my hypothesis the higher the year the better the estimate. Year 9 angle The median on this graph is 4.75cm this is very close to the actual but not as close as year 7 estimates as that was exactly on 4.5cm this proves my hypothesis wrong. The inter-quartile range was 3cm this is smaller that on the year 7 cumulative frequency graph, the boxes on the box and whisker chart are smaller than on the year 7 graph this shows that the estimates were more consistent which proves my hypothesis correct. Year 11 line The median is 40? this is the same as year 7 median but not as close as the year 9 median so this proves my hypothesis wrong. The inter-quartile range is 11.25? this is smaller than all the other inter-quartile ranges which proves my hypothesis is correct. Year 11 angle The median is 4.75cm this is the same as year 9 but not close as year 7 this proves my hypothesis wrong this may be because the estimates were very consistent but just scattered closely around the actual result. The inter-quartile range is 1cm this is very consistent and proves that my hypothesis was correct. The boxes on the box and whisker chart were very closer together by looking at this you can see how consistent the estimates were. I predict that the higher the year the better the estimate. I investigated the means of years 7,9 and 11s estimates of the line and angle Year of mean Mean of line (cm) Mean of angle (?) 7 5.70 42.61 9 5.50 44.25 11 4.94 38.53 The actual size of the line was 4.5cm so as the higher the year the better the estimate of the line this proves my hypothesis. The actual size of the angle was 38? so Year 11 students were better at estimating the angle although the year 7 mean was better than the year9 mean this proves my hypothesis wrong this may have been because we did not use a large enough sample, or because the mean was found from a frequency table which is only an estimate because we dont actually know the exact values of all the estimates from this. I also investigated the modal group to see if most the estimates were made in the correct group. Year Modal group (line) Modal group (angle) 7 2 4? 30 40? and 40 50? 9 4 6? 40 50? 11 4 6? 40 50? Year 7 was the only year that the modal group of the line that actually contained the correct answer. I found two modal groups for year 7 one of them contained the correct answer and years 9 and 11 modal groups both contained the correct answer this did not prove my hypothesis. I investigated the median to see if it got closer to the correct number the higher the year. Year Median (line) Median (angle) 7 5 38 9 5 43 11 4.5 40 Year 7 estimated the median exactly correct for the angle. The estimate of the line got better the higher the year although year 7 and 9 were the same. I investigated the range to see if the estimates became any more consistent as the year got higher. Year Range (line) Range (angle) 7 18 90 9 8 80 11 6 40 The consistency did become better as the year got higher This proves that my hypothesis was correct The higher the year the better the estimate. Not all these tables prove my hypothesis correct especially year 9 proved it wrong this may have been because we might of asked a lot of lower set year 9s due to systematic sampling so I will investigate the effect of the set on the estimate. I investigated the means of sets 1,3 and 5 estimates of the line and angle Set of mean Mean of line (cm) Mean of angle (?) 1 4.76 36.76 3 5.95 42.37 5 5.78 45.56 Set 1 is the best set and set 5 is the worst out of the three sets we have investigated. The actual size of the line was 4.5cm so as the better the set the better the estimate of the line apart from set 5 has a better mean than set 3 this proves my hypothesis wrong. The actual size of the angle was 38? so The higher the set the better the estimate this proves my hypothesis correct. I also investigated the modal group to see if most the estimates were made in the correct group. Set Modal group (line) Modal group (angle) 1 ;4 6? ;40 50? 3 ;2 4? ;40 50? 5 ;4 6? ;40 50? Set 1 and set 5 had the correct modal group but set 3 had the modal group too low. All the sets had the modal group for the angle too high as the correct answer would have been ;30 40? this has no effect on my hypothesis. I investigated the median to see if it got closer to the correct number the higher the year. Set Median (line) Median (angle) 1 4.5 40 3 5.5 43 5 5 42 Set one median of the line was exactly correct this helps prove my hypothesis correct. Set 5 median of the line was closer to the actual than set 3 I have found that set 5 are better at estimating the line than set 3. Again set 1 was closer to the actual but then set 5 was second best with set three being the worst. I investigated the range to see if the estimates became any more consistent as the year got higher. Set Range (line) Range (angle) 1 6 40 3 8 70 5 8 80 The range was smallest for set one this proves that my hypothesis was correct because the estimates were more consistent. The range of the angle proves my hypothesis was correct, as it is smaller for set 3 than it is for set 5. The range of the line for set 3 and 5 are the same this does not prove that my hypothesis was correct or wrong. I found out that set 5 students were better at estimating the line than set 3 students other than that my hypothesis was correct.

EFL

Present Continuous Worksheets for ESL/EFL The present continuous is used to talk about what is happening at the moment, as well as for future scheduled events and takes the following forms: Present Continuous Positive Form Subject to be (am, are, is) present participle (ing form of verb) objects Peters working in the garden at the moment.Were meeting Tom at five oclock. Present Continuous Negative Form Subject to be (am, are, is) not verb objects Mary isnt watching TV now. Shes outside.They arent working at the moment. Theyre on a break. Present Continuous Question Form (Question Word) to be (am, are, is) subject present participle (ing form of verb)? What are you doing?Where is Tim hiding? No Present Continuous with Stative Verbs The present continuous, and continuous forms in general, are used with action verbs such as talk, drive, play, etc. The continuous form is not used with stative verbs such as be, seem, taste, etc. Some stative verbs can be used as action verbs so there are some exceptions. For example: smell - It smells good. (stative verb) / He is smelling the roses. (action verb) He seems happy.This tastes very sweet.It doesnt appear to be difficult. Time Expressions with Present Continuous for Present Action Now / At the Moment Now and at the moment refer to the moment of speaking. These two expressions are often used with the present continuous. Its also possible to use the present continuous without these time expressions depending on the context. Shes taking a shower at the moment.Were having dinner now.Daren is studying for the test. Currently / This Week - Month / Today Currently, this week / month and today are used to speak about what is happening around the present moment. These forms are often used in work to speak about a project in progress. Jasons taking the day off today.Theyre working on the Smith account.Are you developing plans for the new project? Time Expressions with Present Continuous for Future Scheduled Action Next / On / At The present continuous is also used for planned events in the future such as meetings. Use future time expressions such as next, tomorrow, at time, on day,  in month etc. Were meeting next Thursday to discuss the issue.Im presenting at two oclock tomorrow.Shes having lunch with Peter on Monday. Present Continuous Worksheet 1 Conjugate the verb in parentheses in the present continuous tense. In the case of questions, use the indicated subject as well. Alexander _____ (study) for his exams at the moment.Where _____ (you meet) Tim next week?She _____ (not play) Golf tomorrow.They _____ (make) dinner now.The company (not finish) the plans this week.She _____ (eat) oysters for lunch right now.David _____ (not fly) to Chicago next week.I _____ (work) on a special report today.We _____ (not cook) dinner this evening because were eating out._____ (Tom drive) to work right now?Alice _____ (read) a new book at the moment.They _____ (not prepare) for the science exam at the moment.When _____ (you have) lunch tomorrow?We _____ (joke)!_____ (they give) a party this weekend?Susan _____ (make) the decision at 3 oclock this afternoon.People _____ (play) tennis golf on a beautiful day like this!What _____ (you do)?!He _____ (bake) a cake at the moment.Which motel _____ (they stay) at now? Present Continuous Worksheet 2 Choose the correct time expression used with the present continuous tense. They are cooking dinner (on the moment / now).The company is preparing a report for their most important client (last / this) week.My sister is studying for a test (at the moment / in the moment).Were meeting Brian (on / at) three oclock.(Currently / Current) were working on the Anderson account.They arent coming for dinner (this / at) evening.Susan is playing tennis with Tim (now / then).What are you doing (this / next) afternoon?Theyre enjoying dinner (at / next) the moment.What are you doing (tomorrow / yesterday) afternoon?Henry is making the presentation (at / on) Wednesday.Our teacher is helping us with grammar (that / this) morning.My dog is barking (at the moment / in the moment).Were finishing the business report (today / yesterday).The clock is striking twelve oclock right (now / soon). Its time to go!Frank is flying to Chicago (this / that) morning.Were reading that book (at the moment / on the moment).Thomas is presenting at the meeting (on / in) April.Shes mowing the law n (now / moment). Theyre developing a new product (this / last) month. Present Continuous Worksheet 3 Decide whether the following sentences use present continuous for action at the moment (NOW), action around the current moment in time (AROUND), or for a future scheduled action (FUTURE). Were working on the Smith account this month.Just a moment, I think hes working out in the garden.Jennifers meeting with Tom later today.Im looking for a new job currently.Were discussing the issue on Wednesday.Jakes finishing his homework right now.Alans working with Tom later today.Theyre making dinner for us tonight.Im sorry I dont have time. Im mowing the lawn.Shes looking for a new home as shed like to move soon. Worksheet 1 - Answers is studying  are you meeting  isnt playing  are making  Ã‚  isnt finishing  is eating  isnt flying  am working  arent cooking  Is Tom driving  is reading  arent preparingare you having  are joking!Are they giving  is making  are playing  are you doingis bakingare they staying Worksheet 2 - Answers nowthis weekat the momentat three oclockCurrentlythis eveningnowthis afternoonat the momenttomorrow afternoonon Wednesdaythis morningat the momenttodayright nowthis morningat the momentin AprilnowThis month Worksheet 3 - Answers Around the moment  NowFutureAround the momentFutureNowFutureFuture / NowNowAround the moment

GCC central Bank Assignment Example | Topics and Well Written Essays - 1500 words

GCC central Bank - Assignment Example The objectives of the Central bank and the proposed functions of the Central Bank in GCC have been proposed to uphold the best interest of the Gulf economy. Introduction The banking industry of Gulf Cooperation Council is based on then six main GCC countries- Saudi Arabia, Kuwait, Bahrain, Oman, Qatar and the United Arab Emirates. The GCC central bank is likely to face new opportunities and challenges as the Gulf countries experience major changes in the economic and demographic sectors. The banking industry in the Gulf countries is majorly evolving with the market being majorly transformed and driven by consumer demands. A major shift is noted in the industry creating a diverse customer base for the banks which will include an increasing number of women and youth. The central bank should shift to more customer centric approach to create value for the customers and implement a model which provides a higher level of service for the customers. The global banking industry encourages the banks in GCC to achieve high performance levels by implementing new strategies like: Capturing the growth opportunity in the changing regulatory environment, strengthening the existing distribution network and creating new distribution networks using up to date technologies, develop and nurture talent to retain good talent within the organizations, use customer analytics based in predictive analysis models and streamline the operating model with the strategic objectives of the organization. The GCC central banks are likely to gain more by focusing on the retail segments and strengthening their distribution networks. In the light of globalization, it is critical for the GCC banks to re-evaluate their operating models so as to ensure sustainable profitability and increasing operational performance. Discussion Recommended Structure of the Central Bank for GCC The structure of the Central bank for GCC should be based on a more market oriented approach than an organization oriented appr oach. There exists a high degree of concentration in the GCC baking industry and there are strict restrictions on the entry of foreign banks in the GCC market. The banking system prevalent in GCC vary based on the size and operations of the banks (Berger, 1995, p.444). Also, the operating environment for commercial banks and Islamic banks is different due to different financial and institutional conditions prevailing in the area. The major structural factors that drive the prospects of development of the GCC bank are the increasing competitiveness in the domestic banking markets, efficient corporate debt markets, use of compliant financing as an important strategy, efficient local equity markets, increasing investments from private institutions and increased use of derivatives and other financial instruments. The structure of the GCC central bank should be heterogeneous based on banking, equity and debt. As the industry is largely concentrated, a greater control on the banking asset s is required by the GCC central bank. The bank has to formulate policies with reference to the fact that the liquidity factors the lending rates are majorly influenced by the oil prices (Rousseau, 1998, p.1162). The banking institution should be primarily dominated by

Nursing Gender Stereotype Essay Example | Topics and Well Written Essays - 1250 words

Nursing Gender Stereotype - Essay Example Nuns and lay women have been helping to care for the sick even before the time of Florence Nightingale. It is only during her time that the first nursing school was established. Nursing thus became a profession. Coupled with Nightingales belief and fact that society has dictated women to care for the injured soldiers has cemented the nursing profession as a profession for women. This designation of the profession as "only for women" has changed over time. The three pictures of groups of nurses presented, depicts nurses over a vast period of time, will attest to this. The first is a picture of six nurses taken during Florence Nightingales time. The women are dressed all in white long gowns with what appears to be a nursing cap on their heads. The cap is quite larger than the common white nursing caps worn by nursing students of today. They look very neat with their hair fastened away from the face and tucked underneath their caps. Their white gowns cover their bodies and arms provide protection from contamination and also prevent them from coming into skin contact with their patients. Their gowns are all starched up seeing that it does not follow the contour of the body also serves to prevent dirt from sticking to it. They do not wear jewelry as this might only get in the way as they move about their business. Their faces bearing a serious and yet small smile shows that they mean business. They are ready to do their task. Not one wears a big smile probably because during their time women were supposed to be meek and reserved. The head held high a nd eyes looking straight at the camera shows confidence. They epitomize Florence Nightingales' Nurse as clean, neat, formal, confident, and competent. The picture also shows the bond that these women have. The way they are seated, with the women on the floor having their arm and elbow on the lap of the woman seated behind them and with the woman at the back sitting forward and placing her hands at the back of each nurse seated at her front shows the relation of togetherness at work and in service. The picture also shows that age is not an impediment to service. The picture shows women of varying ages. This disparity in ages is further emphasized for the youngest nurse, the one wearing a different headdress was made to sit beside the oldest nurse in the picture (2nd row extreme right of the picture). The second picture are the nurses of the late ninety's. It shows three women nurses and three doctors. The nurses are in scrub suits while two doctors are in doctors gowns and another has a stethoscope hanging around his neck. The ratio of doctors against nurses in the picture can be interpreted to show equal importance. Both are equally important in the field of caring and nursing a sick patient to good health. The nurses in the picture are easily identifiable by the scrub suits they are wearing. They are no longer encumbered with the lengthy, up to the neck and long sleeved gowns. They can move with ease and are more comfortable. Although no longer sporting the traditional white long gowns, they are as clean as ever with the help of

Hospitality Foundation Essay Example for Free

Hospitality Foundation Essay Introduction The following report looks closely at someone working in the hospitality industry. The aim is to analyse their job. My research will be carried out by undertaking an interview, asking for a job description and visiting the place of work. I will then come to a conclusion in which I will analyse any shortfalls that may occur. Recommendations will then be made to improve the job performance of the individual. Method An interview with an employee of Ramada-Jarvis Hotel and Resort, Maidstone was carried out. His job title is Breakfast attendant, but he is basically a waiter. His Personnel Manager was emailed to ask for a job description and to establish what his responsibilities are. Information from the hotels website was also used. In order to fully analyse his job fully, the following areas were concentrated on: The working environment, the type of operation, opening hours, shift patterns etc the person being interviewed is contracted to work The duties and responsibilities The technical and professional skills needed to be effective The personal and social skills needed to be effective What motivates the individual Their expected career path (if any) Findings The working environment, the type of operation, opening hours, shift patterns etc the person being interviewed is contracted to work Working environment: Ramada-Jarvis Hotel and Resort in Maidstone is set in 20 acres of parkland in the heart of Kent adjacent to Leeds Castle, the reasonably modern hotel offers easy access to Maidstone and Kent, The Garden of England. Ricks Restaurant the section in which he works can get particularly busy between 8 and 10 in the morning, this provides a noisy and busy working environment. Type of operation: Restaurant sub-section of Hotel and Resort Opening hours: Sunday- Saturday: 7:00am 10:00pm Shift pattern: Shift pattern varies due to the fact that he only works part-time during school, but full-time in school holidays. During school when he works part time his shifts tend to be Saturday and Sunday from 7am 12pm. During school holidays he works 5 days a week from 6am 12pm. He has to look on a shift board in case of any changes. The duties and responsibilities His duties and responsibilities change every shift. Sometimes he will be responsible for the clearing and laying of tables and serving of tea, coffee and toast, but sometimes he will be responsible for the restocking during breakfast and clearing after breakfast of the breakfast buffet. He will also be given one designated job at the end of his shift. This can be setting up for lunch, cleaning glasses, plates and glasses, or cleaning floors and the fridge. The technical and professional skills needed to be effective Technical skills needed are very basic in terms of service at Breakfast due to the style of service being a self-service buffet. The clearing of tables and relaying was probably the only skills you could loosely call technical considering that has to have those skills to do the job, although these are trained in after employees start. Professional skills refer to the way in which standards are achieved and the slick performance of duties, clearly one can only become professional at something if you have been doing it consistantly for a period of time without fault. The personal and social skills needed to be effective Personal and social skills are by far the most important in this type of role. Personally he has to approach the job with the correct positive, friendly attitude in order to be accepted by the team and be able to approach the guests. Socially he has to be a good communicator, listener and team player in order to be able to do the job. What motivates the individual The obvious incentive of money would be the main motivation, although his pay is not that high at à ¯Ã‚ ¿Ã‚ ½3.85 per hour. He also finds that working as a part of a team motivates him, as he gets on well with all his colleagues. Expected career path He is expecting to leave this job and do a degree in Hotel Management in order to become a manager in a hotel. However he will be using his job as invaluable experience. Conclusion The individual has all the necessary skills required to carry out all his duties and responsibilities inherent within the job, his performance is therefore satisfactory. As he is only working part-time to aid his personal finances, his motives to be an effective employee in the organisation are not very strong. This is where some shortfalls may lie. Apart from the risk of being sacked from his job, he has no other reason to perform his job to the best of his ability. He may not use other skills exceeding his job requirements that could make him shine above fellow employees. Some of the skills required need training, such as the laying of tables and using the till. If this is carried out then the employee will feel more comfortable in their position and be able to perform their job more effectively, which will in turn lead to more customer satisfaction. The shift patterns of the individual are likely to have an effect on their performance. For example, if they are working unsociable hours or very long shifts, then their standards are likely to drop without a pay rise. Another shortfall that I found was that the hours that were given to the individual did not always suit him. Recommendations Motives of the employee are a key factor in how well they perform their job. As money is the main motive of this individual, rewards could be given to motivate the employees further. For example, bonuses could be given for a consistantly high standard of work. If there was more discussion between the employee and the management, more appropriate hours could be given to the employee. It is important that the hotel make working for them as enjoyable as possible. As if the employees have job satisfaction they will do a better job. The hotel could offer such rewards as discount breaks to other hotels in the chain in order to encourage the employee to acquire a loyalty to the company.

frosts early poems :: essays research papers

To refer to a group of Frost's poems as "early" is perhaps problematic: One is tempted to think of the term as relative given that Frost's first book of poetry appeared when he was already 39. Moreover, Frost's pattern of withholding poems from publication for long periods of time makes dating his work difficult. Many of the poems of the first book, A Boy's Will, were, in fact, written long before--a few more than a decade earlier. Likewise, Frost's later books contain poems almost certainly written in the period discussed in this note. The "Early Poems" considered here are a selection of well known verses published in the eleven years (1913-1923) spanned by Frost's first four books: A Boy's Will, North of Boston, Mountain Interval, and New Hampshire. Frost famously likened the composition of free-verse poetry to playing tennis without a net: it might be fun, but it "ain't tennis." You will find only tennis in the poems that follow. And yet, even while Frost worked within form, he also worked the form itself, shaping it by his choice of language and his use of variation. He invented forms, too, when the poem required it. A theme in Frost's work is the need for some, but not total, freedom--for boundaries, too, can be liberating for the poet, and Frost perhaps knew this better than anyone: No American poet has wrought such memorable, personally identifiable, idiosyncratic poetry from such self-imposed, often traditional formulae. In these "early" years, Frost was concerned with perfecting what he termed "the sound of sense." This was "the abstract vitality of our speech...pure sound-- pure form": a rendering, in words, of raw sensory perception. The words, the form of the words, and the sounds they encode are as much the subject of the poem as the subject is. Frost once wrote in a letter that to be a poet, one must "learn to get cadences by skillfully breaking the sounds of sense with all their irregularity of accent across the regular beat of the metre." Thus, we read "Mowing" and simultaneously hear the swishing and whispering of the scythe; upon reading "Stopping by the Woods," one clearly hears the sweep of easy wind and downy flake; to read "Birches" is to vividly sense the breezy stir that cracks and crazes the trees' enamel. Most of the lyrics treated in this note are relatively short, but Frost also pioneered the long dramatic lyric (represented here by "Home Burial").

Islam and Confucianism

During the post-classical period, the Islamic and Confucianist â€Å"world religions?were based upon the principles of spiritual and intellectual growth. Both valued intelligence and knowledge, and strongly supported education, yet each religion viewed the world and its inhabitants from different vantage points. In Islam, life was a series of tests which determined a person†s stature in the afterlife. Though not especially rigorous, these â€Å"tests?focus people†s lifestyles on ways to better their eternal futures. Islam molded people into charitable, honest, and true Muslims who worked to spread their faith. Confucianism saw the world in a more immediate sense, and felt that it needed to be controlled by properly trained men. Confucianism pushed for social gain, personal happiness, and proper â€Å"gentlemanly?composure. An Islamic education was available to any good Muslim, rich and poor alike, although the wealthy were educated more often, due to fewer time constraints. It was a rarity to see a Muslim woman educated in the same manner as men, however, since Muslim society was strongly patriarchal, and â€Å"Men are the managers of the affairs of women? (p. 105, The Koran and Family). A Confucian education, in contrast, was quite esoteric. Those in the wealthy classes, primarily the aristocracy, were educated, and although it was possible for a lower class citizen to receive an education, it was a rarity, occurring only if said citizen was very wealthy. The Confucian focus on creating a classic â€Å"Gentleman?centered the education on men, and not women. â€Å"Confucianism was primarily an ethical system†¦Confucious largely recommended obedience and respect; people should know their place? (World History, p. 46). Confucianism strove to create an educated man: a ruler, not a peasant. It taught art and literature, nature and proper handling of women, and diplomacy. It stressed composure and proper social skills, with specifics on how to dress and how to act at public gatherings being of the utmost importance. Mannerisms were not the whole of the social education, however. Training the Aristocracy, Confucianism taught ruling, government, law, crime and punishment. A Confucian Gentleman knew how to act properly and rule accordingly in any situation that might present itself. Islam†s Five Pillars, â€Å"testifying that there is no deity save Allah and that Mohammed is his apostle, on performing prayer, on paying legal alms, on the pilgrimage to Mecca, and on the fast of Ramadà ¡n.?(document 18, p. 108) strongly focused the Islamic education on religion and philanthropy. An educated Muslim had intricate knowledge of Islam, the Hadith, and the Koran. Generosity was important in Islam, and a good Muslim gave Alms. Islam did not focus on making an Aristocrat, but rather a philanthropist who would spread the religion. Islam taught the knowledge of travel, trade and bartering as well. Muslim society, was advanced in these areas, and viewed merchants as very powerful and important men. Subsequently trade and bartering were highly valued skills which need to be learned. Scientific knowledge was also important. Muslim science was based on Greek and Hellenistic technology and philosophy, thus their scientific education focused on rationalistic generalizations, theories and hypotheses. Confucian teaching frowned upon trade and bartering, as Merchants were tolerated, but not respected by the upper classes. Confucian scientific teaching was directed towards specific developments and advancements, generalities were not as important. The Confucian lack of religious teaching was diametrically opposed to the Islamic education†s strong religious focus, and Confucianism taught artistic merit more where Islam taught more trade skills. Scientific advances were important to each. Specific social customs were taught by both, although Islam leaned towards helping the lower classes through charity, and Confucianism leaned towards helping the lower classes through proper rule. Obviously, a Confucian education and an Islamic education both focused on teaching men to better themselves, but their different approaches to the same matter yielded two strikingly different educated persons.

Intimate And Sensate Spaces Film Studies Essay

Do memorable experiences permeate architectural boundaries to give us a sense of belonging, and to what extent does the content of memory exist in familiarities of darkness, aroma and topographic point? As our lives become entwined with the physical occurrences in this universe we seek a sense of comfort in the topographic points we most closely associate with. Familiarities of darkness, aroma and topographic point along with their intangible properties stimulate our memories of past experiences and reaffirm our presence in this universe. In clip these topographic points become hoarded wealths of memories and weave through our reinforced environments structuring our journey and doing it meaningful.Introduction1 ) Historic illustrations of how Gothic Cathedrals and Egyptian temples became symbols of clip and experience. 2 ) Analyzing the decreasing animal familiarities and duologues between infinites and our lives and the transparence tendency in modern edifices today. 3 ) Phenomenology as looking at architecture through our ain witting experiences and the undertaking of Architecture to construction and happen our being in this universe 4 ) The purpose of this essay to research the content of what makes topographic points memorable by understanding the relationship between familiarities of darkness, aroma and topographic point.BodyA Intimate infinites and Geometry of Feeling in Phenomenology of Architecture Contemporary readings of brilliantly illuminated infinites and overexploitation of transparence in infinites decreasing our sense of intimate life. The human as a traveler, as a place inhabitant, as a melancholiac and how memories of topographic point infuse him with feelings of familiarity. B 1 ) Familiarity of Darkness Different personifications of darkness in literature, art The Significance of the Shadow How darkness constructions nostalgic images of the yesteryear. The nexus between darkness and memory Symbolic nature of Mental imagination of darkness The ability of darkness to rise the power of other senses. 2 ) Familiarity of Aroma Sense of odor and its ability to transport the individual to different kingdoms of clip Link between darkness and sense of odor Experiencing architecture through the sense of odor The connexion between memory and olfactory property 3 ) Familiarity of Topographic point The nexus between sense of odor and topographic point Sensate topographic points as powerful contents of memory Building and its intimate relation to its context Genius Loci and the phenomenon of topographic point Atmosphere and character of a topographic point 4 ) Design as an appropriate medium of look in being able to retrieve our past experiences and reaffirming our presence in this universe. 5 ) Using Design as a museum of clip, poignance and recollection in carry throughing our desires for intimate connexions and associations with this universe. 6 ) How we translate intimate spacial and centripetal experiences into the cloth of Architecture Tactile stuff looks Treatment of visible radiation and shadow Journey through infinites and altering spacial experiences Establishing a strong contextual relation between the edifice and its environment 7 ) Reviewing the practical possibilities through built illustrations and instance surveies of Architects like Peter Zumthor and Alvar Alto. DecisionIntroductionAs our lives become entwined with the physical occurrences in this universe we seek a sense of belonging in the topographic points we most closely associate with. ‘What is losing from our homes today are the possible minutess between organic structure, imaginativeness and environment ‘ Kent C Bloomer and Charles W Moore. ( as quoted in Pallasmaa 2005: P 41 ) How cognizant are we of the function of Architecture as a topographic point of memory in our lives? Architecture over coevalss has portrayed legion aspects of our physical being in this universe, be it emotion, faith, civilization or recollection. Our perceptual experiences of infinites are influenced by our figments of imaginativeness and recollections of past experiences, be it chapters of a novel, scenes of a movie, glances of a metropolis or narratives of loved 1s, all soaked with times of familiarity and nostalgia. Historic illustrations of such environments have borne testament to this though t in the signifier of Egyptian temples where we witness the silence of the dead and Gothic cathedrals where the eyes are drawn upwards along the arches to the mighty image of God as among the legion wonders of architectural experiences. However, modern infinites of today seem so subtle in their ability to travel us and raise within us wonders of clip and memory. Or is it this turning accent on transparence and openness in modern architecture that has led to decreasing sensitivenesss towards the perceptual experience of infinites as being an confidant and sensate representation of our lives. For the grade to which we observe elements of shadow and the feelings they construe in us, hints of odor and their ability to transport us to different kingdoms of clip and the ambiance of a topographic point, is deserving oppugning. The theory of Phenomenology explains the ethos of architecture as being tasked with non mere physical building of signifiers and maps but besides the manifestation of human experiences and emotions in the edifices we reside in. In kernel our intent as interior decorators is to carry through our interior desires of topographic points that comfort us and make an intimate bond between worlds and their reinforced environments. Contentment in design exists in the individual sing the architecture in all its kingdoms and our environments would be uncomplete representations of our lives if they are barren of memories and experiences. This essay aims to analyze the complex kingdom of familiarity in darkness, aroma and topographic point that have pervaded the really cloth of architecture in the yesteryear and go component and indispensible elements of memorable infinites, therefore taking me to oppugn whether memorable experiences permeate spacial boundaries to give us a sense of belonging, and if so so how do we animate such experiences in the context of modern spacial design.Intimate and Sensate SpacesIntimate infinites are a sense of realisation of the affectional, sensate and memorial features of a topographic point. They reach out and prosecute with our innermost desires of seeking comfort within a home. Architecture ‘s undertaking lies non merely in the physical manifestation of the edifice but besides in the intimate journey of the individual sing the architecture in all its signifiers. Intimate experiences habituate our being in this universe and embody deeper significances and apprehension of mundane life. As competently suggested by Pallasmaa, ‘It is clip that we considered whether signifiers or geometry in general can give rise to architectural feeling ‘ ( P410 ) As mentioned earlier the great wonders of architectural experiences such as Gothic cathedrals and Egyptian temples ne'er failed to travel us and shock us at their magnificence. We realize that they so played close attending to the significance of shadow and visible radiation which were important design elements in the experience they aimed to incarnate. So how so do we inculcate familiarities, enigmas, inquiries, nostalgia and melancholia in our modern twenty-four hours opposite numbers when they seem so vivacious, crystalline and unfastened in their visual aspect? As appropriately suggested by Luis Barragan ‘We have lost our sense of intimate life, and have become forced to populate public lives, basically off from place ‘ ( quoted in Pallasmaa 2005, P47 ) Ultimately the homes we reside in are meant to convey us closer to our reinforced environments, construction our being and non detach us and do us distant animals in the chase of void. Multisensory infinitesFamiliarity of DarknessDarkness more frequently seen as the absence of visible radiation has been associated with many different intensions that have played an influential function in the manner we perceive a dark infinite ; in short darkness has its ain narrative. Panic and offense scenes in literature, memories of the past captured in vintage frames, nostalgic lonely scenes described in poesy and more frequently than non an creative person ‘s picture expresses a deep apprehension of the contrast between dark and light. Further lucubrating on the personification of darkness in literature, a notable illustration would be the significance of darkness portrayed by Shakespeare in his tragic drama Macbeth which in many important scenes depicted the dark sky as a cloak of privacy that the supporter ‘s call upon when perfidy and slaying befall them. Another illustration would be from Junichiro Tanizaki ‘s in congratulations of shadows wherein he desc ribes the symbolic representation of a lacquer dish as being tantamount to savoring the darkness of the room. ( Pallasmaa, 2005 ) These illustrations are of import landmarks of mentions when we begin to chew over over the avenues that darkness as an component has opened up in our twenty-four hours to twenty-four hours lives and moreover introduced into it a personal spacial dimension. Example from the architectural uncanny. Our perceptual experience of darkness is affected by the mode in which the oculus observes analyses and visualizes the material objects around us. The oculus has the ability to divide what we want to see from what we prefer non to see, which is strongly manipulated by the strength of visible radiation in a infinite. The sense of vision determines our connexions with infinites, signifiers and stuffs likewise, and ignites our ideas, imaginativeness and emotions. Darkness so is no longer merely an ambiance of concept in the physical dimension of infinite but it starts to pervade and unify with the darkness of the head even. Therein develops a new continuum of perceived dark infinite, more merely understood as symbolic imagination of darkness, which exists in the boundaries of our phantasies, dreams and imaginativeness. The intimacy of these connexions is straight affected by the contrast of visible radiation and shadow in a infinite, as noted by Pallasmaa ( 2005, p46 ) ‘During ove rmastering emotional experiences, we tend to shut off the distancing sense of vision ; we close the eyes when dreaming, listening to music, or fondling our darling 1s ‘ He farther goes on to explicate the significance of shadows and darkness in chanting down the acuteness of vision and in bring oning our inner ideas and feelings that otherwise seem elusive and hibernating. ( Pallasmaa 2005 ) Obviously plenty, darkness structures our immediate sensate and intimate experiences of minutes gone by or enfold our head with new found associations of clip and infinite. We chose to either remain confined to the darkness of physical infinite or in bend explore the boundaries of fanciful dark infinites. Memories are the consequence of these geographic expeditions within our heads that take topographic point in the presence of elusive visible radiation and deep shadow infinites. Memories are like scenes in a drama or chapters of a book that journey from one facet to another making a assortment of experiences for the individual walking through the infinite. As claimed by Pallasmaa that streets of old towns and metropoliss with their dim lit scenes appear more challenging than modern overly lit streets and towns oftoday. ( Pallasmaa, 2005 ) It about seems as if darkness and shadow play an instrumental function in raising up images of past experiences and exciting our ideas. Reaffirmed herein by Pallasmaa once more when he explains ‘The human oculus is most absolutely tuned for dusk instead than bright daytime. Mist and twilight rouse the imaginativeness by doing ocular images ill-defined and equivocal ‘ ( 2005, P46 ) More frequently than non we enjoy and gaze with admiratio n at the simple admirations of the dark sky, be it a star lit sky, a cloudy sky, a full Moon dark. Memories resonate in these infinites, infinites that give us the chance to be a portion of the admirations of nature, or experience times that we long for. When we begin to understand these elaboratenesss in the look of visible radiation and shadow, or duologues between atmosphere and our organic structure we begin to oppugn the elaboratenesss and duologues between our yesteryear and nowadays and look frontward to determining of new memories in the hereafter. The functions of visible radiation and darkness are interestingly linked yet absolutely balanced and it is for those grounds that we begin to develop new found associations with infinite that in many ways seem intimate and fond to our being. Memorable topographic point experiences are profoundly infused with infinites we most closely associate with. Darkness and shadow in their ain manner create a sense of purdah and enigma that all right tune the character and ambiance of a topographic point to comfort our senses and comfort us in times of demand. Many a clip ideas in our head have a inclination to look in an equivocal and unorganised manner, likewise shadow excessively creates an atmosphere of obscureness and wonder that spurs our imaginativeness and memories. On the contrary, topographic points of bright visible radiation and utmost strength weaken our esthesis of topographic point and personal experience. ( Pallasmaa 2005 ) As farther critically explained by Pallasmaa that the be st manner of subjecting people to insanity is with the usage of utmost degrees of visible radiation strength which erases any hint of personal infinite and idea. ( Pallasmaa 2005 ) Darkness in its confidant and sensate characteristic goes a measure farther to convey to illume the other senses in our organic structure. Darkness subdues the ocular esthesis of the oculus, automatically exciting the power of other senses such as touch and odor. It is in the presence of deep shadow that we depend on the heightened power of our other senses to see and closely prosecute with a infinite.Familiarity of AromaAroma, besides termed as an olfactive sense though preponderantly a ignored facet in architecture, is in fact one of the strongest centripetal characteristics in our organic structures and the deepness of experience and experiencing it covers is although unseeable but enkindled clip and once more through built-in tactile and ocular qualities of a infinite. It is an indispensible constitutional component of spacial design, raising up ocular imagination and personal penetrations of memories and infinites, transporting us to different kingdoms of clip. More simplistical ly set frontward, scent engages dialogue with nature through air current, H2O, location, flora as portion of the external environment and duologue with infinite through furniture, stuffs, and ocular entreaty in the interior environment. We ever trace ourselves back to a topographic point in clip through our sense of odor be it elusive or overmastering. As notably marked by Barbara and Perliss that olfactory property constitutes a powerful content of memory, perforating our inner ideas and exciting our emotions. Furthermore they bring back and refresh forgotten or hibernating minutes and experiences from within us. ( Barbara and Perliss 2006 ) Even though aroma by itself is a powerful tool in the remembrance of memory, it best exists when supported by the other senses, working in tandem to make a multisensory experience.

Free Essays on Interview With A Manager

I interviewed Mark Frederick, a marketing manager at Onvia Inc. A company that helps businesses secures government contracts and government agencies find suppliers online. Mark attended the University of Washington where he earned a degree in History. Soon after graduating, he claimed an entry-level management position at Weyerhaeuser. He needed a job right away because his student loans were about to start collecting, so he took any job that would hire him. From then on forward, Mark realized that management is something he is good at and could do for the rest of his career life. While being a manager was great, there were problems that arose. First, being at such a young age and being a manager was tough when you had 35-45 year olds to manage. He was always looked at as someone with no experience. This major challenge made him resign from his 2-year position and look for another job. It did not take him long to find one. He became a manager for DialAmerica Marketing. A call center for credit card companies. Nevertheless, this situation lasted Mark 3 years, the company closed it offices here in Seattle. When things turned for the worst, Mark was always able to pick up and start all over with no trouble. This is where he is today, at Onvia Inc. He is a senior manager for the marketing and sales department. His major responsibilities that he is accountable are: Managing the daily operations of which include the development and overall performance of a staff of 46 sales associates and 4 Team Leaders. He interviews, hires, coaches, evaluates and develops his sales staff. In addition, he presents marketing and sales training classes for both sales staff and all levels of middle and upper management. However, like all other jobs, there are obstacles and problems that Mark is faced with working at Onvia. He mentioned to me that the company is a start-up and a lot of competition within the company. Many of the employees are newly graduate... Free Essays on Interview With A Manager Free Essays on Interview With A Manager I interviewed Mark Frederick, a marketing manager at Onvia Inc. A company that helps businesses secures government contracts and government agencies find suppliers online. Mark attended the University of Washington where he earned a degree in History. Soon after graduating, he claimed an entry-level management position at Weyerhaeuser. He needed a job right away because his student loans were about to start collecting, so he took any job that would hire him. From then on forward, Mark realized that management is something he is good at and could do for the rest of his career life. While being a manager was great, there were problems that arose. First, being at such a young age and being a manager was tough when you had 35-45 year olds to manage. He was always looked at as someone with no experience. This major challenge made him resign from his 2-year position and look for another job. It did not take him long to find one. He became a manager for DialAmerica Marketing. A call center for credit card companies. Nevertheless, this situation lasted Mark 3 years, the company closed it offices here in Seattle. When things turned for the worst, Mark was always able to pick up and start all over with no trouble. This is where he is today, at Onvia Inc. He is a senior manager for the marketing and sales department. His major responsibilities that he is accountable are: Managing the daily operations of which include the development and overall performance of a staff of 46 sales associates and 4 Team Leaders. He interviews, hires, coaches, evaluates and develops his sales staff. In addition, he presents marketing and sales training classes for both sales staff and all levels of middle and upper management. However, like all other jobs, there are obstacles and problems that Mark is faced with working at Onvia. He mentioned to me that the company is a start-up and a lot of competition within the company. Many of the employees are newly graduate...

How to Get a Birthday Cake Delivered to a College Dorm

How to Get a Birthday Cake Delivered to a College Dorm Whether youre a parent or a friend, sending a birthday cake to a students dorm room can be one of the most thoughtful things you can do during those stressful college years. Parents worry about their kids while theyre away, and friends want to celebrate in style with fun surprises. Whether youre long distance or just want to make your kid or friend smile, sending a little celebratory gift can make all the difference. Delivering Birthday Cakes to Dorms The first thing you want to do is see if the college you want to send a cake to offers special orders for birthday treats through their dining halls or student life services. This would be a fast solution, so scouting out the possibilities is key. Simply inquire when you visit the campus during orientation or give them a quick call. At the University of Delaware, for instance, you can send a YoUDee Gram –a 10 to 15-minute visit by the school mascot, who is a giant blue chicken that arrives at the students dorm with balloons, an autographed photo, and more than a little comic pizazz. Parents and friends can also call the University of Delawares dining hall to order a personalized birthday cake for dorm delivery or pick up. In fact, other colleges like Stanfords parent association  deliver birthday cakes, balloons, and flowers, as a fundraiser for the college endowment fund. Bakery Deliveries Some college town bakeries deliver on campus. However, if you cant find a local patisserie, there are plenty of bakers who will ship their wares overnight or via two-day mail. Simply check in with the campus mail room to see if any restrictions apply. Some accept FedEx or UPS overnight, while others prefer US postal service deliveries. Get creative with all the fun possibilities for your cake send by drawing inspiration from other colleges: Arizona’s Fairytale Brownies  mails a birthday box with brownies, a teddy bear, a kazoo, and a pin-the-tail-on-the-donkey game for around $50.The Delaware-based SAS Cupcakes ships assorted vanilla, triple chocolate, and red velvet cupcakes decorated for birthdays or Greek life events, accompanied by little flags with your child or friends Greek letters. Delivered by the dozen, this delivery costs around $45. A Homemade Birthday Box Forget all the headaches and assemble your own birthday-in-a-box. Frosted cakes dont do well in the mail, so you can bake a cake. The moister the cake, the better. Consider flavors like  pumpkin, carrot, or banana. Once youve baked your cake, youll want to make sure its wrapped before you ship it off. Include little additions to your care package, like a simple can of supermarket frosting, a box of candles, and a birthday tiara. Alternatively, you can bake up a batch of chocolate cookies that are  decorated to look like cupcakes, and ship them off. For something extra, add a birthday card or a small gift.

M2 Disease Frequency Paper Assignment Example | Topics and Well Written Essays - 1250 words

M2 Disease Frequency Paper - Assignment Example For example, the incidence of dental caries in the U.S. during the second half of the 20th century was significantly less than the incidence of dental caries in the first half of the 20th century. This can be attributed to the fact that public health authorities began fluoridating community drinking water in the middle of the 20th century (Centers for Disease Control and Prevention [CDC], 2001). 2. Prevalence: It measures the occurrence of existing cases of a disease in a population for a specific period of time (Aschengrau & Seage, 2003). For example, researchers in India have found that the prevalence of oral cancer (especially squamous cell carcinoma) is extremely high among the poor (Yada, 2008). In fact, the prevalence of tobacco consumption increased up to the age of fifty years after which it leveled or declined (Yada, 2008). 3. Cause-specific mortality rate: It measures the number of deaths from a specific cause per 100,000 people per year (Aschengrau & Seage, 2003). Tobacco use can cause premature death from lung and other cancers, coronary heart disease, stroke and chronic respiratory diseases. In this context, smoking-attributable mortality rate (SAM) can be defined as the number of smoking related deaths per 100,000 people per year. For example, a recent study in Minnesota has revealed that the smoking attributable mortality rate in the state for adults aged 35 years and above is 215.1/100,000 people (CDC, 2011a). 4. Years of potential life lost: It refers to the estimated number of years that an individual would have lived if he or she had not died (Aschengrau & Seage, 2003). Cigarette smoking has been found to be responsible for one in every five deaths which is approximately 438,000 deaths each year (CDC, 2008). Therefore, cigarette smoking results in 5.5 million years of potential life list in the United States each year (CDC, 2008). 5. Case fatality rate: It is the number of deaths due to a specific disease as compared to the total number of

Visual Effects Assignment Example | Topics and Well Written Essays - 250 words

Visual Effects - Assignment Example The principles of the visualization illustrate content focus. The visualization concentrates on illustrating how HAI is contracted. Data visualization 02 is studied through the common dash board mistakes of Stephen Few. The data arrangement is poor (Edward 93). This is because four bar graphs and one pie chart are squeezed in one slide page. This minimizes visual clarity. There is also poorly highlighting of the most important information. This is because a lot of information is illustrated in a single page, leading to confusion. Data visualization 03 is analyzed through the excel dashboards. Excel enables effective illustrating of statistical data through graphs, tables and charts (Edward 36). The top hashtags and top mentions are summarized accordingly through the bar graphs. However, illustrating a lot of visual information in one page is not desirable, as it may confuse the audience. The dog images are illustrated through the analytical designs principles. The two dog images illustrate a dog in a jumping motion. The first image illustrates the dog jumping into a water body. The second image shows the impact that the do has on the water surface due to the jumping