Stress as an Accident Factor free essay sample

This paper looks at stress on the job, accidents that may occur as a result, and means of reducing pressures and increasing productivity. This essay examines mental and physical pressures that workers bear at work. The author discusses how on-the-job stress affects a persons capabilities and productivity, and how such pressures lend to higher incidences of accidents at work. The paper also discusses methods of reducing job-related stress and increasing productivity and safety as a result. Mental and emotional pressure can affect performance and productivity of a worker on the job. One of the biggest influences of todays worker is on-the-job stress. Job stress occurs when the requirements of the job do not match the capabilities, resources, or needs of the worker, NIOSH. This consequently affects how a person would normally deal with customer service problems, grievances, violence, conflict, and decisions on the job. Stress is an inevitable part of everyday life, and is therefore a distinct part of a persons job. We will write a custom essay sample on Stress as an Accident Factor or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To properly control the outcome of stress there are certain previsions and methods that should be taken.

Why We Cant Wait by Martin Luther King Jr essays

Why We Cant Wait by Martin Luther King Jr essays While reading Dr. King's novel, I was able to get an uncensored idea of what African Americans went through in their struggle for civil rights. I cannot comprehend the extent to which they suffered while protesting, and it would be ignorant of me to think that I could understand. The many people who fought with Martin Luther King, Jr. for civil rights understand something about this country that I am only beginning to discover. I can only hope this shameful part of our history is never repeated. I felt a sense of disgust and shame while reading about the events of the Civil Rights struggle in Birmingham, Alabama. I have always heard that they would used dogs and water hoses to push back crowds, but I always got the sense that it was some kind of chaotic protesting on the part of the African Americans. I cannot believe that people who live in a country based on freedom of speech and the other rights in the Constitution would try to stop peaceful protests and demonstrations in such a manner. How could people think that this kind of oppression was tolerable and that the blacks did not have a right and freedom to protest? Part of me wanted to be there to help make a difference and join in the struggle, but part of me was also really afraid just by reading about the events in Birmingham. The people who protested with Dr. King showed a tremendous amount of courage and passion that could not be put out by fire hoses or dogs. I do not think that anyone, who has not been the victim of the extreme oppression that the blacks were victims of for hundreds of years, could understand why the civil rights movement was necessary at that time. Dr. King realized that you cannot wait for people to change their attitudes or beliefs, you have to help them see the error of their beliefs. It is easy for someone who is not being oppressed to tell you to wait. When you and your families are the victims of oppression and violence, you reach a b...

Conjugating Spanish Indicative Imperfect Verbs

Conjugating Spanish Indicative Imperfect Verbs As one of Spanishs two simple past tenses, the imperfect indicative has a conjugation that is essential to learn. It is the verb form used most often to describe conditions as they existed in the past, to provide background to events, and to describe habitual actions. Using Estudiar as an Example Conjugation As with some other conjugation forms, the imperfect indicative forms are made by removing the infinitive ending of the verb (-ar, -er or -ir) and replacing it with an ending that indicates who is performing the action of the verb. For example, the infinitive form of the verb that means to study is estudiar. Its infinitive ending is -ar, leaving the stem of estudi-. To say I was studying, add -aba to the stem, forming estudiaba. To say you were studying (singular informal), add -abas to the stem, forming estudiabas. Other forms exist for other persons. (Note: In this lesson, the forms was studying, was learning and so on are used to translate the imperfect indicative. Other translations also could be used, such as used to study or even studied. The translation used depends on the context.) The endings are quite different for verbs that end in -er and -ir, but the principle is the same. Remove the infinitive ending, then add the appropriate ending to the remaining stem. List of Conjugations for the Imperfect Tense The following chart shows the conjugations for each of the three infinitive types. The added endings for each verb are indicated in boldface. The pronouns, often not needed in sentences, are included here for clarity. -Ar verbs using lavar  (to clean) as an example: yo lavaba (I was cleaning)tà º lavabas (you were cleaning)à ©l/ella/usted lavaba (he was cleaning, she was cleaning, you were cleaning)nosotros/nosotras lavbamos (we were cleaning)vosotros/vosotras lavabais (you were cleaning)ellos/ellas/ustedes lavaban (they were cleaning, you were cleaning) -Er verbs using aprender (to learn) as an example: yo aprendà ­a (I was learning)tà º aprendà ­as (you were learning)à ©l/ella/usted aprendà ­a (he was learning, she was learning, you were learning)nosotros/nosotras aprendà ­amos (we were learning)vosotros/vosotras aprendà ­ais (you were learning)ellos/ellas/ustedes aprendà ­an (they were learning, you were learning) -Ir verbs using escribir (to write) as an example: yo escribà ­a (I was writing)tà º escribà ­as (you were writing)à ©l/ella/usted escribà ­a (he was writing, she was writing, you were writing)nosotros/nosotras escribà ­amos (we were writing)vosotros/vosotras escribà ­ais (you were writing)ellos/ellas/ustedes escribà ­an (they were writing, you were writing) As you may notice, the -er and -ir verbs follow the same pattern in the imperfect indicative. Also, the first- and third-person singular forms (the I and he/she/it/you forms) are the same. Thus estudiaba could mean I was studying, he was studying, she was studying or you were studying. If the context doesnt otherwise indicate, a pronoun or subject noun is used before the verb in such cases to indicate who is performing the action. Irregular Verbs Only three verbs (and the verbs derived from them, such as prever) are irregular in the imperfect tense: Ir (to go): yo iba (I was going)tà º ibas (you were going)à ©l/ella/usted iba (he was going, she was going, you were going)nosotros/nosotras à ­bamos (we were going)vosotros/vosotras ibis (you were going)ellos/ellas/ustedes iban (they were going, you were going) Ser (to be): yo era (I was)tà º eras (you were)à ©l/ella/usted era (he was, she was, you were)nosotros/nosotras à ©ramos (we were)vosotros/vosotras erais (you were)ellos/ellas/ustedes eran (they were, you were) Ver (to see): yo veà ­a (I was seeing)tà º veà ­as (you were seeing)à ©l/ella/usted veà ­a (he was seeing, she was seeing, you were seeing)nosotros/nosotras veà ­amos (we were seeing)vosotros/vosotras veà ­ais (you were seeing)ellos/ellas/ustedes veà ­an (they were seeing, you were seeing) Sample Sentences: Llamà ³ a la policà ­a mientras yo compraba drogas. (She called the police while I was buying drugs.)Asà ­ vestà ­amos hace 100 aà ±os. (This is how we dressed 100 years ago.)Se saturaba el aire con olores. (The air was saturated with odors.) ¿Quà © hacà ­an los famosos antes de convertirse en estrellas? (What did the famous people do before they became stars?)Estaba claro que no querà ­ais otra cosa. (It was clear you didnt want another thing.)  Creo que todos eran inocentes. (I believe all were innocent.)En Buenos Aires comprbamos los regalos de Navidad. (We bought Christmas gifts in Buenos Aires.)Los indà ­genas vivà ­amos en un estado de infrahumanidad. (We indigenous people lived a state of subhumanity.)

The success attributable to leadership in Compaq Computers and Konica Case Study

The success attributable to leadership in Compaq Computers and Konica Corp - Case Study Example From its beginning until 1991, the company witnessed considerable growth and profit. However, as a result of the intense competition in the market, the company lost momentum and for the first time in its history, the company declared loss in 1991, followed by laying off 1700 employees and cutting the price of the products. However, as the new leader Eckhard Pfeiffer took up the task, he introduced a totally new approach and strategy. On his beginning, as Salazar (1996, p. 638) reports, Pfeiffer declared his seven point strategy that included continuing to be the major global supplier of PCs and systems, PC division introducing new cost-effective and entry level products which are high performing, the system division providing quality service and customer support, maintaining high quality and reliability, high quality customer service and support, a continuously decreasing price of products ensuring competitive prices in all markets, and an increased sales and distribution. A look int o the history of the company proves that the company managed to do all this, and the leadership of Pfeifer in achieving all these in the shortest time cannot be neglected. Pfeiffer’s Success Mantra and What Konica lacked Pfeiffer did not aim at short term management but long term success. His success lies in the fact that he clearly understood what went wrong with the company and he prepared a clear strategy for the company. In addition, he executed what he prepared. According to him, the failure of the company happened because its success made the company rest on its laurels for a while and hence, the company did not notice the signals of the growth of its rivals. So it focused only on the high-end market, keeping is products expensive. However, for Pfeifer, the picture was very clear. He knew what to do. His strategy was to slash prices on high-end products to keep the existing range of customers, and to introduce new entry level, low margin products which are designed to s ell profitably at a price that matches low-cost competitors. Now, it is time to see how Pfeifer managed to introduce the low-priced line in a short time. Similarly, even before it falling into loss, Konica realized the threats ahead, reading from the changes in the market. In the year 1986, Fuji Film had 67.5% of the film market share, and Kodak had an increase in its market share by one percent. However, Konica lost one point of market share, falling from 22% to 21%. In addition, competition on the price of photofinishing was intense. The price of developing the film and the price of color printing were going down considerably for the last five years. So, the estimate was that the mini-labs would handle 25% of the amateur photofinishing market by 1989. In addition, as Turpin and Shen (1999) state, the camera section where Konica had a 5.5% share too was facing intense competition as the markets had matured and as companies were introducing cameras with a lot of new features and whi ch are user-friendly; and the main players in the

Production Analysis Essay Example | Topics and Well Written Essays - 750 words

Production Analysis - Essay Example In this span of time, considerations were made to generate eco-efficient inventions that led to introduction of the cotton gin. Eli Whitney invented the cotton gin in 1793, an invention that led to a lot of changes and influences concerning cotton production and agriculture in its entirety (Textile Technology Digest 75). This invention was the indubitable mother of inventions. Whitney had just been hired as a tutor in a plantation in Georgia. He witnessed and heard complains of workers who cried for heavy workload. Given Whitney’s interest in solving mechanical problems and as had been advised by Littlefield Greene, Whitney developed a brush like machine that was able to separate cotton from the seed (Textile Technology Digest 201). However, the Whitney’s machine was a crudely crafted box fitted with a cylinder, a row of saw-like teeth, and a crank. It cylindrical design allowed the raw cotton to be fed to the teeth like wire through the cylinder. The cylinder spurned around as the wire teeth passed the cotton via small-sized slits on a bar of wood. This process discarded the unwanted seeds as the cotton fibers pulled off. Whitney’s cotton gin was a stark and crude as the machine, but it increased the processing rates of cotton (Zanden 126). The efficiency of the invention was significant in that the cotton was inserted into the gin through a 16 inches manually controlled diameter pipe that moved around the cotton. Within the gin, there were roller spikes that helped in breaking the cotton modules into different parts. The loose cotton then went into the original starting point just like the trailer cotton. As the cotton moved, it carries a lot of moister that was removed by passing it through a dryer. The large clumps of cotton disintegrated into finer materials through the rotating spiked cylinders. Additionally, the gin was fitted with sieves that remove foreign materials such as leaves and

Deontological ethics Essay Example for Free

Deontological ethics Essay Attempting to explain the differences and similarities of virtue theory, utilitarianism and deontological is basically from my own understanding of each. I am having much difficulty reading the materials as well as sitting at this computer for any length of time. I believe my reading visual is deteriorating at a rapid pace because of the straining to my eyes. Virtue ethics focuses on a person’s character and morals. This person will always try to do what is right because he was taught at an early age and by someone he loves and wants to always please by doing the right thing, regardless of the consequences. Utilitarianism focuses on the consequences of your actions. What I mean by that is that if you steal something and not get caught, there are no consequences. No one knows that you stole and therefore you do not have to answer to anyone but yourself. Deontology focuses on the outcome of the act whether right or wrong. The person steals food from a grocery store because his children are hungry and he does not have the money to buy food. Although it is his responsibility to feed his children, stealing is clearly wrong. The consequences did not matter at that particular time; he did what he felt he had to do. Recently there was an incident on my route where a woman called in to my job and conveyed to my superior that I was talking about Jesus on the bus and she was offended. I was called in and reprimanded and told not to speak about religion on the bus. My response to her was, is that right? Quite a few of my regular passengers know that I am a minister and talk to me regularly about the Bible, Jesus and the Christian faith. Based on the virtue ethics, I was taught to speak the word of God in season and out of season, when it is time or easy and when it is not a good time or hard. This is my first and most important job and regardless of the consequences, I will continue to preach the word and pray for anyone who desires to hear it. I will always try to please Jesus in whatever I do.

Leonardo Da Vinci Essay -- Biography Artist Da Vinci Bio Essays

Leonardo Da Vinci Leonardo da Vinci was born in 1452 in Vinci, Tuscany, during a time called the Renaissance. His creations of art and advancements in science not only surpassed those of his time, but have contributed to the fundamentals of modern day technology and are arguably the greatest in history. Many of da Vinci’s paintings remain today as proof of his pioneered techniques, brilliance, and talent. The American Heritage ® Dictionary of the English Language defines â€Å"renaissance man† as â€Å"[a] man who has broad intellectual interests and is accomplished in areas of both the arts and the sciences.† This is a term still used today, and its derivation is obvious. Many people in the Fourteenth to Sixteenth Centuries were skillful artists and scientists, but Leonardo da Vinci was the quintessential Renaissance man.   Ã‚  Ã‚  Ã‚  Ã‚  The Renaissance was a time of economic stability. Originating in Italy and eventually expanding to other parts of Europe such as Germany, France, and England, the Renaissance was an era of renewed interest in literature and art and emphasized autonomous thought and creations. The philosophy of humanism, an idea stressing the importance and distinction of individuals, is thought to have originated during this time (â€Å"Renaissance† Encarta). Italian writers struggled to discover and preserve earlier works by Romans and Greeks.   Ã‚  Ã‚  Ã‚  Ã‚  There was one main cause for the Renaissance and the economical boom; a population increase. The Crusades caused a spark in trade due to interactions with other cultures. Trade routes were established and eventually became crowded. Therefore, existing towns grew into cities, and new ones were conceived. As towns grew and became crowded, there arose a need for expansion. People traveled more and interacted with other cities and cultures, which was forbidden under the feudal system. This interaction and constant traveling, along with military encounters, increased trade even more. The feudal system began to break down.   Ã‚  Ã‚  Ã‚  Ã‚  The exports brought money, and Italian rulers and nobles, as well as the governments of cities, became wealthier because of the merchants: â€Å"These merchants exerted both political and economic leadership and their attitudes and interest helped to shape the Italian Renaissance† (â€Å"Renaissance† World History 345). They also donated generously in support of the arts. Soon, cities became comm... ...e course of art in Western civilization, and his scientific studies in the fields of anatomy, optics, and hydraulics were the basis for many of the developments of modern science. The variety of his interests and the depth of his brilliance made him the quintessential Renaissance man. Works Cited â€Å"Early Renaissance† Microsoft Bookshelf ’95. CD-ROM. Microsoft Corp. 1995. Hale, John R. Renaissance. New York: Time Inc., 1965. â€Å"Leonardo da Vinci.† Da Vinci Museum on the Web. Online. Internet. February 28, 2000. Available: http://www.davinci-museum.com/davinengl1.htm â€Å"Leonardo da Vinci.† Microsoft Encarta ’99. CD-ROM. Microsoft Corp. 1998. â€Å"Piero della Francesca† Microsoft Bookshelf ’95. CD-ROM. Microsoft Corp. 1995. â€Å"The Renaissance.† Who and When? The Renaissance: Artists and Writers. 1998. â€Å"The Renaissance in Italy.† World History: Connections to Today. 1999. Richter, Irma A. The Notebooks of Leonardo da Vinci. Oxford: Oxford University Press, 1952. Snyder, James. Northern Renaissance Art: Painting, Sculpture, the Graphic Arts from 1350 to 1575. Phoenix: Prentice-Hall, 1985. Turner, A. Richard. Inventing Leonardo. New York: Alfred A. Knopf, 1993.

Single-Sex Schools Fail to Improve Learning Essay

In 2002, only about a dozen schools were separating the sexes, according to the National Association for Single Sex Public Education, an advocacy group. Now, an estimated 500 public schools across the country offer some all-boy and all-girl classrooms. 2Proponents argue the separation allows for a tailored instruction and cuts down on gender-driven distractions among boys and girls, such as flirting. But critics decry the movement as promoting harmful gender stereotypes and depriving kids of equal educational opportunities. The ACLU claims many schools offer the classes in a way that conflicts with the U. S. Constitution and Title IX, a federal law banning sex discrimination in education. Researchers also have weighed in. 3For many parents, the rationale for placing their child in a single-sex school is the belief that academic performance will be improved. New research finds an absence of evidence to support this assumption. Moreover, evidence does exist that sex segregation increases gender stereotyping among children and teachers and legitimizes institutional sexism. 4The findings are the crux of a new article in the journal Science that examines single-sex schooling. â€Å"Though public sentiment may have strengthened in support of such settings for improving the learning environment and outcomes for both boys and girls, the science is just not there to support this,† said Richard Fabes, Ph. D. , one of the authors of the Science article. 5The Study authors cite evidence that single-sex and coeducational outcomes are equal. Similar large-scale reviews in Great Britain, Canada, Australia and New Zealand found little overall difference between single-sex and mixed-sex academic outcomes. Talk to our students and our graduates and they’ll tell you about the value of learning in an environment where competitive and collaborative spirits are unleashed in the absence of gender-based expectations. 6Another misconception rebutted in the article is the claim that boys and girls learn differently. Study authors said that this premise is not supported by research as neuroscientists have found few differences in children’s brains beyond the larger volume of boys’ brains and the earlier completion of girls’ brain growth — neither of which is known to relate to learning. 7Critics of single-sex education argue that socializing, especially between genders, should be an integral part of education. â€Å"Positive and cooperative interaction with members of other sex is an effective method for improving intergroup relationships,† according to the authors. 8On the other hand, an influential conservative political movement, represented by the presidency of Ronald Reagan; public concerns about sexual freedom; a rise in unmarried–particularly teenage– pregnancy; and the growth of sexually transmitted diseases led to a reexamination of coeducational policies. There is evidence, however, that sex segregation increases gender divisions among children. â€Å"Separating boys and girls in public school classrooms makes gender very salient, and this salience reinforces stereotypes and sexism,† Fabes said. 9Moreover, for both girls and boys co-education provides a more realistic way of training young people to take their places naturally in the wider community of men and women. It helps to break down the misconceptions of each sex about the other and provides an excellent foundation for the development of realistic, meaningful and lasting relationships in later life. 10The authors note that research has shown that labeling and segregation of any form – be it, gender, eye color, or randomly assigned T-shirt groups – is detrimental as this implies that the groups differ in important ways which may lead to the development of bias. â€Å"Is it ever good to segregate on the basis of race, income or age? I think the answer is no,† Fabes said. â€Å"There is no good evidence that it is ever a good time to separate and segregate. Any form of segregation undermines rather than promotes equality. † Source: Arizona State University http://psychcentral. com/news/2011/09/23/single-sex-schools-fail-to-improve-learning/29723. html Writer’s Arguments Counterarguments Writer’s Refutation

Approval Sheet

THIRD SEX IN THE CITY: GAYS SPEAKS ON SWARDSPEAK Mrs. Estrella Fajardo A thesis Presented to the Faculty of College of Arts and Letters Bulacan State University City of Malolos, Bulacan In partial Fulfillment of the Requirement for ENG 123 Bachelor of Secondary Education major in Mathematics 1-C By Divine Catyrine D. J. Magsakay Joana Marie Hernandez Regino Intal Mae Ann Lilio Maryanne Lasquite Allen Jade Magana March, 2013 APPROVAL SHEETIn partial fulfillment of the requirements for ENG 123 of Bachelor of Secondary Education major in Mathematics 1-C, this thesis entitled THIRD SEX IN THE CITY: GAYS SPEAKS ON SWARDSPEAK, has been prepared and submitted by Divine Catyrine D. J. Magsakay, Joana Marie Hernandez, Regino Intal, Mae Ann Lilio, Maryanne Lasquite and Allen Jade Magana who is hereby recommended for oral examination. ______________________ Mrs Estrella Fajardo Subject Professor In partial fulfillment of the requirements for ENG 123 of Bachelor of Secondary Education major in M athematics 1-C. __________________________Luzviminda F. Tantoco, Ed. D. Dean, College of Education March, 2013 DEDICATION This humble work is lovingly dedicated to the sources of my inspiration. First and Foremost to the Almighty God for His guidance and countless blessings and to our families, relatives, teachers, friends, and colleagues for their prayer, moral support and who have helped us in carrying out this task. Researchers~ ACKNOWLEDGEMENT The researchers wish to express their sincere gratitude and profound appreciation to the following people for their invaluable support which made the preparation of this study possible.First and foremost, to the Almighty God, for leading her Wisdom and will to continue this; Mrs Estrella Fajardo, our professor, for her unending patience, continuous guidance and for granting her the opportunity to finish this paper and for letting us do the study. To Ms Rachelle Almuete for helping me to finish this thesis with the help of her family. To ou r very unique classmates, Bachelor of Secondary Education major in Mathematics 1-C, for their incisive critics and comments. To all our colleagues and friends in Bulacan State University especially in College of Education for taking time in answering the questionnaire.To our beloved families, for their sacrifices, love and support and for giving us the will to finish this. And to all of who, in one way or another helped, the researchers’ sincerest thanks and gratitude! ABSTRACT The study attempted to answer the general questions: (1) The number of Gaylingo speakers; (2)The number of people who understand Gaylingo ; (3) How to prevent the usage of Gaylingo nowadays? The following are the significant findings of the study: (1) Not all people love to speak Gaylingo,: (2) It was not just gays or the third sex used it; (3) It creates friens who have the same interest.Based from the problems, this hypothesis were formulated: (1) the rate of understanding of Gaylingo was depending o n the environment of the person being question ; (2) The usage of Gaylingo I our literature is somewhat not so famous, but nowadays, Gaylingo is one of the most used Jargon language which led to the readers to learn how to speak Gaylingo; (3) Gaylingo, for those who don’t want to learn it, will be prevented with the helped of ou literature. The reaserchers applied this methods; (1) surveying; (2) questionnaire; and (3) interview. Keywords: Gayspeak, Swardspeak, Sex TABLES OF CONTENTSTITLE PAGE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. i THESIS ABSTRACT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ii APPROVAL SHEET†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ACKNOWLEDGEMENT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. AUTHOR’ DEDICATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ TABLE OF CONTENTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. CHAPTER ITHE PROBLEM AND ITS BACKGROUND Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Statement of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Si gnificance of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Scope and Delimination†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Notes in Chapter I†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. IITHEORETICAL FRAMEWORK Relevant Theories†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Review of Realated Literature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Review of Related Studies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conceptual Framework†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Hypothesis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Definition of Terms†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Notes in Chapter II†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ IIIRESEARCH METHODOLOGY Methods and Techniques Used†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Population of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Research Instruments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Data Gathering Procedure†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Data Processing and Statistical Treatment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Notes in Chapter III†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. IVSUMMARY, CONCLUSIONS and RECOMMENDATION Summary of Findings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Conclusions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.

The eNotes Blog Math Brain Teasers 5 Famous Paradoxes that Will Make youThink

Math Brain Teasers 5 Famous Paradoxes that Will Make youThink Who doesnt love a good mathematical riddle? Challenge yourself to one of these brain teasers, and whip them  out at your next social gathering. The Potato Paradox Q: Say you have 100 pounds of potatoes, which are 99% water by weight. You let them dehydrate until they’re 98% water. How much do they weigh now? The surprising answer is 50 pounds! A: For 100 pounds of potatoes with 99% water weight, you have 99 pounds of water and 1 pound of solids. This is a 1:99 ratio. If the water decreases to 98%, then you have 2% of solids. This is a 2:98 ratio, which reduces to 1:49. The weight of the solids never changed, so you have 1 pound of solids and 49 pounds of water, so the new total weight is 50 pounds. The Birthday Problem Q: Imagine you have n randomly-chosen people in a room. What is the probability that some pair of them share a birthday? A: This problem has an interesting and unexpected solution. It follows from the solution that there’s a 50.7% chance that in a room with n=20 people, a pair will share a birthday. And there’s a 99.9999% chance that if you have n=200 people in a room, there will be a pair that shares a birthday.   So, if you’re ever in a room with 19 other strangers, there’s a greater chance that you share a birthday with one of them than if you were to flip a coin and get tails. The Monty-Hall Problem via clipartkid.com Q: Suppose youre on a game show, and youre given the choice of three doors: Behind one door is a car; behind the others, goats. You pick a door, say No. 1, and the host, who knows whats behind the doors, opens another door, say No. 3, which has a goat. He then says to you, Do you want to pick door No. 2? Is it to your advantage to switch your choice? A: Yes, you should switch! Counterintuitively, you would have a â…” chance of winning the car if you switch your choice, and a â…“ chance if you stick with your choice. Hilbert’s Paradox of the Grand Hotel Q: Consider a hypothetical hotel with a countably infinite number of rooms, all of which are occupied. Can the hotel accept any more guests? A: Yes, in fact, it can accept infinitely many more new guests. You can think about it this way: in order to make room for the new guests, move the guest occupying room 1 to room 2, the guest occupying room 2 to room 4, and in general, the guest occupying room n to room 2n. This would make all the odd-numbered rooms free. The Barber Paradox via Pinterest Q: The barber is the â€Å"one who shaves all those, and only those, who do not shave himself.† Does the barber shave himself? A: This is an application of Russell’s Paradox, which deals with sets that contain themselves. The answer to this barber question is contradictory. The barber can’t shave himself as he only shaves those who do not shave themselves. So if he shaves himself, then he is no longer a barber.

Beazer Homes Case

Investors were lead to believe that the company financials were healthier than they actually were, as evidenced by the changes noted when the financial statements had to be restated. As a result of doing this, investors who were under the impression of a healthier position, continued to invest in an organization that was essentially doing nothing more than stealing their money; money which could have been invested into a different enterprise rather than padding the pockets of executives that didnt earn it. As a result of having to restate financial statements, the per share price of Beazer Homes dropped from the $35/share price level in may, to approximately $11/share by the end of July. This is a significant loss in wealth for investors. In addition to the allegations against Mr. Rand for possible accounting fraud, allegations were also brought against Beazer Homes for mortgage fraud. To address the question as to which is a more serious offense, it would be our opinion that both would carry an equal weight of seriousness. On the one hand, investors were misled, as noted above, and this led to a significant loss of wealth for many, especially those individuals and/or institutions that may have held a large position. On the other hand, to address the issue of mortgage fraud, new homeowners were oftentimes cheated out of money that they paid to Beazer Homes. A example of this is when Beazer Homes would require purchasers to pay a fee for interest discount points at closing. Then Beazer Homes would keep the cash received and not lower the interest rate. This is just one example, but it can be an extremely costly one when you look at how much a . 25 percent or . 5 percent reduction in an interest rate can be over the life of a 20 or 30 year fixed rate mortgage; thats if Beazer Homes wasnt trying to convince people that an adjustable rate or hybrid mortgage would be better for their situation. Additionally, Beazer Homes ignored income requirements when making loans to unqualified purchasers, which not only put the purchaser in jeopardy of having the income needed to make their ayments, but in the event of default or foreclosure, it can have a significant impact on the home values of the neighborhood. As a result of these legal issues with Beazer Homes, the SEC issued a notice to the Beazer Homes CEO called the Wells notice. The Wells notice was created under the Sarbanes-Oxley Act of 2002, which states that if a firm has to restate their financial statements, the SEC can require the CEO and CFO to return any and all bonuses that were received during the period of restated financial statements. Additionally, the CEO and CFO do not need to have any knowledge of errors. The SEC issued the Wells notice to the Beazer Homes CEO, Ian J. McCarthy, on 13 November 2009, indicating that the SEC would be brining a civil case against him to collect incentive compensation. In the notice issued to the CEO, there was no indication or allegations of cover-up, or misconduct, on the part of Mr. McCarthy with respect to the financial statements or other disclosures that were published during the period in question.

Corporate Ethics & Corporate Social Responsibility Essay

Corporate Ethics & Corporate Social Responsibility - Essay Example 2000). According to the definition, companies should commit themselves to behave in an ethical way and should also ensure that they contribute towards economic development and also ensure that its workers, the local community and the society at large. Even though no direct reference to profitability is made, it can be understood from the words 'contribute to economic development' is indicative of the fact. This definition is nearly a decade old and the scope of CSR has taken a much bigger dimension with the passage of time. According to the publication, CSR, from peoples perceptions across the globe should have, to name a few, a concern for future generation, concern for the environment, transparency, a global outlook and partnerships with other organizations in furthering its obligations. For more clarity a more contemporary view is also given here. "CSR covers all aspects of corporate governance. It is about how companies conduct their business in an ethical way, taking account of their impact economically, socially, environmentally and in terms of human rights. This moves beyond traditional business stakeholders such as shareholders or local suppliers." (Corporate Social Responsibility: What is CSR 2006). What all this ultimately suggest is that CSR is gaining in scope and importance and will continue to do so in the future with newer and additional responsibilities being added. Stakeholders: For any organization to grow it has to see that its stakeholders are well looked after. It is easy to say, but a difficult thing to achieve. Stakeholders include everyone who is having a direct or indirect interest in the affairs of the organisation. It means that a diverse range of people with... The researcher also gives some concluding remarks on the topic. It is stated that global capitalism has no impact on the education sector in the UK. Corporate social responsibility will remain the same because a privatized sector will tend to behave in the same way across different sectors. It is profitability and free market enterprise that ultimately determines CSR. Primary and secondary education is necessary and compulsory to every citizen and hence it is better that it remain in the public sector. The researcher presents the view given by Friedman that education, especially primary education is compulsory. A privatized sector will not be able to give quality education at low prices or for free. The university level education can be privatized but under the following conditions. All universities have to be given autonomy as far as syllabus and teaching methodology are concerned. The UK has a long history of distinguished institutions and there would be no lack of experience in cr eating quality syllabus and methodology. State funding can remain, but there is no harm in allowing privately owned universities in the country. Such institutions should be registered as not-for profit societies. Initiatives can be taken up by philanthropic and visionary businessmen. Such organizations will have a greater sense of responsibility than organizations formed for profit. To conclude, the researcher states that whatever the outcome be, education should have quality and should be affordable to everyone at least in the early periods.