The European Union - 1405 Words

The European Union is committed to a challenging renewable energy goal of at least 27% of final energy consumption by renewable sources by 2030. While this goal is in part motivated by environmentally concerns, with commitments to climate change in mind, it is also politically motivated. Europe energy needs are currently heavily dependent on natural gas, which is mostly imported from Russia. This arrangement puts Europe in danger from Russian blockades and political pressure. The crash of the Malaysia Airlines flight MH17 renewed tensions between Brussels and Moscow. EU Commissioner for Energy Gunther Oettinger has stated that a 30% energy reduction would prove a useful tool in ensuring European energy security. While there are plentiful opportunities for varied sources of renewable energy generation across Europe, issues arise in supplying this energy to the end consumer. The electrical transmission system has the difficult challenge of matching the current supply to the demand of t he system by matching deficiencies in one area of production with abundances in another. In Europe this transmission system is comprised of multiple national transmission operators in a large central network with some additional mostly isolated networks. Increasing interconnection between these networks should result in increased efficiencies and robustness of the overall system. Additionally, the rise of electrically powered vehicles (EVs) will shift the considerable energy demand that isShow MoreRelatedEuropean Unions And The European Union1729 Words   |  7 PagesThe European Union was developed in order to end the frequent and horrific wars between neighboring countries in Europe which peaked in the second World War. After long years of negotiations and meetings between member states of European countries, the European Union was formed because of common interests and goals on economic, social, and foreign policies. The European Union ensures to unite European countries economi cally and politically in order for them to have a secured lasting peace. The foundingRead MoreThe Union Of The European Union944 Words   |  4 Pagesthe Queen her happy 90th birthday and tell the British people that voting to leave the European Union in the 23 June 2016 referendum is a terrible idea. It was in sharp contrast to what the Leave campaigners had been promising them. The Leave campaigners have been trying to create a bubble that Britain outside the European Union will be a prosperous paradise at the center of universe, free from pesky European countries. But Obama punctured their bubble by telling the British that Britain outsideRead MoreThe Union Of The European Union1043 Words   |  5 PagesBrexiters are desperate and angry with everything and everyone that suggests that the British people should vote to remain in the European Union in the 23 June 2016 referendum. The recent victim of their desperation and ire has been no less a personage than the US President Barrack Obama himself. President Obama was in London recently to wish the Queen her happy 90th birthday and help Prime Minister David Cameron win the referendum in which the British people will vote whether they want to remainRead MoreThe Union Of The European Union Essay1699 Words   |  7 Pagesbe leaving the European Union. In what has since become known as Brexit, the United Kingdom held a referendum in which 52 percent of the voting-eligible population chose in favor of the country’s departure from the 28 country politico-economic union. When this political issue is analyzed, it is important to understand the reasoning behind Britain’s decision and the many factors that drove them to this resolution. The people of the United Kingdom decided to leave the European Union based on economicRead MoreThe Union And The European Union952 Words   |  4 Pages The European Union is an entity that is seen nowhere else in the world. It is not a government, it is not an international organization, and it is not just an association of states. The European Union members, instead, have decided to turnover part of their sovereignty to the Union so that many decisions can be made at the institutions leadership level. This partnership includes 28 diverse democracies built together on the basis of complex treaties. Although the goals of this organization were toRead MoreThe European Union878 Words   |  4 Pagesvalues that comprise the organization: the European Union. From economics to politics, the organization has grown to include most of the European countries. Their policies emphasize the rule of law; meaning every action executed within the organization is founded on treaties, along with the agreement of the participating countries. Its focus continues to promote human rights, as well as making their institution more transparent and democratic. The European Union is constantly growing and refining itselfRead MoreThe European Union Essay1655 Words   |  7 Pagesformer Prime Minister David Cameron stated, â€Å"A vote to leave is the gamble of the century. And it would be our children’s futures on the table if we were to roll the dice† (Ketil). On June 23, more than half of the United Kingdom voted to leave the European Union. A myriad of UK’s citizens had no knowledge of what their vote would do.1 In the United States, the electoral college elects the president while taking in the consideration of the public’s vote. When the public voted on the referendum, they believedRead MoreThe European Union1125 Words   |  5 PagesThere are few glaring events that will go down in history as the defining geopolitical events of this century. Great Brittan’s recent results from a referendum heldon on June 23, 2016 to decide if it should leave the European Union (EU) is one such glaring event. Brexit, the acronym for this referendum, is synonymous with the contemporary populist sentiment supporting nationalism, economic autonomy, curbing immigration, and defying elitist politicians who do not understand the reality of the workingRead MoreThe European Union983 Words   |  4 PagesKingdom has approved a referendum on UK’s membership of the European Union. Opinion polls show that British citizens have a different perspective on the issue. A recent study conducted by center for European reform showed that â€Å"The younger generation of Britons favors European Union because it offers a good economic prospect. At the same time, the older generation perceives the EU as an anti-democratic institution. Experts form European commission suggests that the possibility of Britain exitingRead MoreThe European Union1543 Words   |  7 Pages The European Union was initially set up as a means to terminate the conflict that occurred within Europe throughout the 20th century, culminating with the end of The Second World War (WWII) and The Cold War that followed. The EU ultimately aimed to bring the member countries together in order to form an ‘ever closer union’ between the countries of Europe, thus preventing a future battle. The Union started as the European Economic Community (EEC), which was established in 1957, and over the years

Theodicies - 1464 Words

A theodicy is a defense of Gods goodness in light of the existence of evil. There are different ways of making an argument that constitutes a theodicy, and in this paper I would like to concentrate on three different styles, and analyze them in terms of their strengths and weaknesses. The first type of theodicy is known informally as the greater good argument: it suggests that the evil that is permitted by God is outweighed by his goodness, and is permitted in the course of establishing some greater good. The second type of theodicy is based on the concept of free will: to some extent it is a subset of the greater good argument, for it holds that God permits human free will (and therefore the possibility of evil being done) as a greater good. The third theodicy hinges upon the idea of a natural order: this posits that Gods goodness is manifest in the establishment of a natural order of things in which evil plays a role. Each of these styles of theodicy has its good and bad aspects, a nd it is worth examining them in some greater depth individually. The greater good style of theodicy hinges, to a large extent, upon our sense of Gods omniscience. If our intellectual capacity is infinitely less than that of God and the comparison of anything finite, such as human intelligence, to something infinite like the omniscience of God then it stands to reason that the existence of evil may be part of some larger scheme which eludes our understanding. Any Christian theodicyShow MoreRelatedTheodicies and Anti-theodicies in The Quarrel835 Words   |  3 Pagesevil that threatens our sense of meaning and purpose by exploring the major issues of theodicies and anti-theodicies in The Quarrel. Exploring these theodicies and anti-theodicies is important in understanding why evil exists rather than explaining the science behind what causes evil. The first theodicy to be discussed is the â€Å"theodicy of protest,† which contradicts itself making it an anti-theodicy. This theodicy is one that allows atheism to appear considering there is no logical explanation asRead MoreA comparison of Augustinian Theodicy and Irenaean Theodicy1499 Words   |  6 Pagesworld are incompatible with Gods omnipotence and perfect goodness, the wordtheodicy is coined to deal with the problem of evil. Usually it is an attempt to show that it is possible to affirm the omnipotence of God, the love of God, and the reality of evil without contradiction. Two of the most well-known and most frequently discussed theodicies are the Augustinian theodicy and the Irenaean theodicy. The Augustinian theodicy was constructed by Saint Augustine (345-430 AD) and is the main traditionalRead MoreThe Evil Problems Within Theodicy1369 Words   |  6 PagesThe Evil Problems Within Theodicy The problem with evil in the world can be a test of our faith in God or a higher power. For the most part, we as ordinary people in our society live our lives according to the premise that God is our savior and will lead us to eternal happiness upon our death in this world. As a Catholic, who can be considered more spiritual than religious, I use the belief system of Catholicism for my foundation of my behavior. If I adhere to the rules set out by my god,Read MoreGod And Natural Disasters : An Explanation Of Theodicy1072 Words   |  5 PagesElizabeth Carter Professor Fuller PHIL-1301-052 13 November 2015 God and Natural Disasters: An Explanation of Theodicy Each year there are a wide variety of natural disasters occur around the world. According to the website ReliefWeb, on average there are 388 natural disasters resulting in an average of 106,654 deaths and a total of 216 million victims per average year (ReliefWeb). These types of events have caused many people to question the existence of God. How can God be omnipotent and omnibenevolentRead MoreThe Problem Of Evil : The Free Will Defense And The Supralapsarian Theodicy1514 Words   |  7 PagesThe part that this argument did not take into account is that God may have not caused evil to exist or maybe he has but for a special purpose. The two solutions to what we call the problem of evil are: the free will defense and the Supralapsarian theodicy. The free will defense argues that evil and God are not incompatible because God didn’t create evil. According to this defense, human beings create evil with the free will that God given them. Since free will must be totally free, God cannot guideRead MoreOld Testament II : A Small Scale Treatment On Theodicy- From The Texts Of Ecclesiastes And Job1243 Words   |  5 PagesOld Testament II: A Small Scale Treatment on Theodicy- from the texts of Ecclesiastes and Job Thesis: Traditionally theodicy is expressed as the inability to reconcile the co-existence of a good God and the ever-present evil at work in the world. How could God and evil coexist? Does this mean that God is not stronger than the evil? If God is all-powerful, then is he not willing to save mankind from evil? These questions of theodicy are fundamental to the texts of Ecclesiastes and Job, yet bothRead MoreThe Problem Of Evil And Moral Evil1093 Words   |  5 Pagesof evil are in the form of a theodicy. A theodicy is an â€Å"attempt to offer different answers to the problem of evil.† Two of the theodicies discussed in this paper will be the Augustinian Theodicy and the Iranaean Theodicy. Both theodicies direct their explanations toward moral evil than natural evil. First, the Augustinian theodicy and the pros and cons associated with its attempt to explain the problem of evil will be discussed. The problem of evil and such theodicies â€Å"attempt to explain how theRead MoreEssay on The Problem with Evil in Religion1259 Words   |  6 PagesExistence of God that the omnipotence of God only relates to acts that actually make sense. I believe it is uncontroversial that Gods inability to make two plus two equal five, and God creating an, â€Å"unliftable† stone is impossible and incoherent. A theodicy is the desire to promote the notion that Gods goodness and justice is possibly compatible with the existence of evil. While it is relatively easy to defend against the logical problem of evil, the struggle with the overall problem of evil for manyRead MoreA Brief Note On The Problem Of Evil726 Words   |  3 Pagesfrom God. There are several theodicies that can be addressed regarding why God allowed moral evil into the world even though He is all-powerful and all-loving (Elwell, 1184). Leibniz’s theodicy is an extreme rationalistic system that states that God is obligated to create the best possible world and in doing so, included evil to balance the world. If God refused o create this world, then He would morally sinful, which is not possible (Elwell, 1185). Another theodicy is the Augustinian or a modifiedRead MoreLiterary Analysis on the Book of Job3072 Words   |  13 Pagesdifferent conclusions and interpretations of the book can be made. Theological complications due to the existence of evil in a world ruled by an omnipotent, omniscient, and benevolent god will be attempted to be reconciled by theodicy. As coined by Gottfried Leibniz, theodicy is a branch of apologetics which attempts to reconcile the apparent evil in the world with God’s benevolent nature. Job’s nature and wealth is described in the first three verses of the book. He is depicted as â€Å"perfect and

Romanticism and Imagination Essay Sample free essay sample

Composers in the Romantic epoch challenged the restraints of a society upheaved by events such as the Enlightenment and the Industrial Revolution. which they perceived to be barren of intending. They therefore championed that the person should encompass a relationship affecting the interplay of the imaginativeness with the human experience of nature and of emotion. Composers such as Samuel Coleridge in his verse form Frost at Midnight and This Lime Tree Bower my Prison and This Lime Tree Bower my Prison and William Wordsworth in his verse form The World is Too Much With Us and Johann Goethe in his novel The Sorrows of Young Werther and Emily Bronte in her fresh Wuthering Heights. One of the challenges made by Romantic composers was their enterprise to get the better of what they perceived to be an being devoid of the human experience of nature and the imaginativeness. which many of them valued. We will write a custom essay sample on Romanticism and Imagination Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This being was a socio-economic byproduct of the Industrial Revolution and the Enlightenment. which resulted in a scientific and rational manner of thought. These events spawned what through a Marxist lens would be termed the ‘cash nexus’ . an being and system of believing that is based on philistinism. Wordsworth challenges the ‘cash nexus’ in The World is Too Much With Us. knocking it in the construction of the Petrarchan sonnet signifier by specifying it as a human quandary in the eight. In it he bemoans the nonmeaningful capitalist society that privileges ‘getting and spending’ over a fulfilling human experience of nature and later imaginativeness. as established by his important deficiency of imagination. Bronte in Wuthering Heights has a similar message. disputing the hierarchal construction of Victorian society in a period of category rebellion. Catherine and Heathcliff in their childhood reject the restrictive cultural confines of their society for nature. as evident in the simile: ‘growing up every bit rude as savages’ in the Fieldss. This channels the impression of the ‘ noble savage’ . of the natural province of worlds being superior to the over-civilisation of society. However. the conventions of society as represented by the Lintons coops Catherine. coercing her into feminine esthesia. as evident in the description of her ‘fingers whitened from remaining indoors. ’ Likewise Heathcliff subsequently sees a necessity of conforming and going one of the ‘new rich. ’ Nevertheless. their built-in connexion to nature spurs their powerful imaginativeness. exceeding even decease ; at Catherine’s grave. his imaginativeness Gothically provoked by the experience of ‘a autumn of snow†¦bleak as winter’ ; Heathcliff becomes cognizant of her presence. Thus Wordsworth and Bronte demonstrate that the interplay of imaginativeness as spurred by nature to be an enlightening one that guides persons to pantheistic Communion. promoting them from a universe constrained by the hard currency link and rationalism. The interplay between the experience of nature and the imaginativeness is farther explored in Goethe’s Sorrows of Young Werther and Coleridge’s Frost at Midnight. Both criticise the stiff restraints of a nonmeaningful society structured by properness and reason. Werther for illustration is equipped with the lesson of the experience of the sublimity of nature being fuel for the imaginativeness. evident in the extended imagination of ‘thick forest trees’ and ‘humming beetles’ of nature. which he argues is ‘infinitely rich. and entirely forms the creative person. ’ It is this meeting of the experience of nature and the imaginativeness of the creative person that illuminates Werther’s vision of the ‘Godhead’ . hence supplying him redemption from an ‘artificial life’ of the blue bloods who ostracised him. taking to his flight back to the countryside to be ‘healed’ . as per the doctrines of T horeau: ‘the wilderness is the redemption of the universe. ’ Coleridge likewise in his verse form Frost at Midnight channels Rousseau in his unfavorable judgment of the instruction system in the same society that Wordsworth spurns. He argues that kids should non be raised in conditions that deny them the experience of nature. as this prevents them from prosecuting with their imaginativeness. which as a Godhead energy opens the door to communicating with God. Coleridge utilises contrast between his ain immature ego and his kid to foreground the metaphorical prison that his schooling was. so afloat it was with the valuing of reason. non the interplay of imaginativeness and nature that his kid will be able to bask. Through the usage of imagination such as ‘crags of ancient mountain’ . Coleridge advises worlds to encompass nature and the experience of its sublimity to entree the deity of their imaginativeness to pantheistically commune and larn from God. the ‘Great Teacher’ who is ubiquitous in nature. Therefore these composers illuminate a challenge to the restraints of society. defending the powerful imaginativeness that derives from a human experience of nature and leads persons to a sense of meaningfulness. Composers of the Romantic epoch besides explored the interplay of the idealism of the human experience of emotion and the imaginativeness. as a challenge to society’s privileging of the stuff and the realist ( as valued by Enlightenment philosophers such as John Locke. who believed that the ‘mind is a looker-on on an external world’ . which suited the scientific guess of Newton ) over the imaginativeness and emotion. Wordsworth and Coleridge both advocate that the interplay of the experience of emotion is necessary to fuel the imaginativeness. leting them to carry through their functions as poets seeking for a nonnatural account of the universe of visual aspects ; for ‘poetry is the escape of powerful feelings. ’ ( Wordsworth ) In The World is Too Much With Us. Wordsworth criticises via metaphor the ‘sordid boon’ of ‘giving off our hearts’ in a capitalist exchange of ‘our powers’ of imaginativeness for material o bjects. The ‘heartless’ person is rendered incapable. Wordsworth argues. is ‘out of tune’ and emotionless. unable to see the dreamer sublimity of personified nature: the ‘Sea that bares her bosom. ’ In Lime Tree Bower. Coleridge intimates in a colloquial mode the manner his imaginativeness is spurred by the idealistic experience of nature that he besides champions in Kubla Khan. emphasised by the alternating systole/diastole construction of the verse form. The arbor is a microcosm. leting him to diastolically generalize the minute imagination of a ‘broad and cheery leaf’ to the ‘wide broad heaven’ ; he is able to see nature as a whole. This idealistic experience pedagogically teaches him that by imaginatively encompassing nature he is able to derive a ‘delight ( that ) comes sudden on ( his ) bosom. ’ Hence Wordsworth and Coleridge challenge the pragmatism and the stuff of their societies and show their perceptual experience of the importance of the idealistic experience of emotion in fuelling the imaginativeness. In The Sorrows of Young Werther. and Wuthering Heights. Goethe and Bronte demonstrate the value they hold for passionate emotion in fuelling the imaginativeness as Coleridge and Wordsworth do. but cautiousness restraint in the utmost individuality that arises. The coevals of individualists Catherine and Heathcliff are in blunt contrast to the coevals of their kids ; the emotional experiences of Heathcliff’s Gothic hero nature and Catherine the ‘tempest of passion’ jar with the more moderate Hareton’s ‘pleasantly glowing’ face and Cathy. ‘mild as a dove. ’ It is Catherine and Heathcliff whose passionate individuality range extremes. driving their nonnatural imaginativeness ; Catherine ‘breaks ( her ) bosom and in interrupting it ( interrupt Heathcliff’s ) ’ . However it is the same imaginativeness that destroys them ; Catherine. in the thick of a mad febrility brought on by her passionate love. and Heathcliff. in a province of dismaying Gothicism with his unclosing eyes. still woolgathering of his love. On the other manus. Cathy and Hareton survive. traveling symbolically to the Grange. which represents moderateness in the bright physical contrast to the Heights. Werther. excessively. is driven huffy by his love for nature and for Charlotte. until his ‘whole imaginativeness was absorbed’ metaphorically by these elements. This emotion fuels his challenge of the social restraints on passionate individualist imaginativeness that is labelled ‘intoxicated or insane. ’ So great is Werther’s committedness to individualist experience that he can non be in a society that denies his lover the bureau to accept his passions ; she can non get away her social restraints of monogamous matrimony. Werther’s letdown manifests in a concluding minute of imaginativeness. in the hapless false belief of nature via the mimetic linguistic communication of nature ‘putting on mourning’ ; the Sun ‘covers itself with a thick cloud’ ; and Werther commits self-destruction. And so. these composers represent their challenge of social restraints and their value of emotion idealistically and besides individualistically. in exciting the imagination- but they besides represent a caution. warning against extremes.

Discourse Critique and Evaluation

Question: Discuss about theDiscourse for Critique and Evaluation. Answer: Introduction: The act of making nuisances on someone elses property is not a good thing. There are also certain exceptions, such as- if prior permission has been taken by the owner of the building, then graffiti is not a bad thing. It is agreed that graffiti encourages talent and encourages art in the society (Watzlawik, 2014). This is also a source of livelihood for some people. If there is a common message that needs to be communicated to a large audience, then graffiti is the best medium to do so (Watzlawik, 2014). It can also be used as a medium for social development. There are street artists all over the world who sponsor art centers in economically backward neighborhoods. The problem arises when it is completely unauthorized. When it destroys the buildings, then it is equivalent to a crime. The owners of the properties have the right to maintain a clean and nice appearance of their buildings (Ashurst, 2016). The graffiti gives the building a dirty appearance (Ashurst, 2016). There are visually unpleasant art forms that are sometimes offensive to specific sections of the society. When they are displayed on the walls, it creates a bad atmosphere in the localities. The costs of repairs of the buildings are also high, which creates a negative image of graffiti. It also reduces the resale value of the buildings. There are three disagreements to the statement of the author. He has stated that graffiti is acceptable all over the world, but there is considerable doubt regarding the actual number of supporters of graffiti. People are yet to accept graffiti. This is because of the existing tarnished image of the same. There is a pre-conceived notion that graffiti is equivalent to vandalism and hence it is bad (Frabetti, 2015). It creates a bad effect on the environment and hence it cannot be accepted by the people. Secondly, the author states that vandalism is an art, which is absolutely not true. A destruction to the public property cannot be an art. The graffiti can be considered as an art form, however, the medium of art delivery, is not quite favorable. The vandalism can be equated with violence, which is not acceptable by the modern society. Thirdly, the author argues that a suitable legislation is required to support graffiti; however, the law cannot give permission to trespass. In fact, th e law considers graffiti as a serious offense, which is often penalized (Davies, 2012). Conclusion It is true that art needs open expression to prove its true worth. The author is correct in stating that the people are changing their perception towards graffiti. The graffiti is beneficial in several ways, however, it is considered as a ruthless act, by a major section of people. The invasion of ones privacy without his/her consent cannot be a nice idea. It degrades the modern day environment. The art can be expressed in other forms too. It is not mandatory to express art through graffiti. This is the cause why there are not sufficient laws protecting the street artists. References Ashurst, N. (2016).Cleaning Historic Buildings: V. 1: Substrates, Soiling and Investigation. Routledge. Davies, J. (2012). Art Crimes: Theoretical Perspectives on Copyright Protection for Illegally-Created Graffiti Art.Me. L. Rev.,65, 27. Frabetti, A. C. (2015). Youth graffiti vandalism: liminal perspectives in the light of masculinity, social contract theory and transformative process. Watzlawik, M. (2014). The art of identity developmentGraffiti painters moving through time and space.Culture Psychology,20(3), 404-415.

American Business Managers In Cross-Cultural Negotiations

American Business Managers In Cross-Cultural Negotiations One of the fastest ways for an American to sour negotiations with other cultures is to think that everybody does business the same as Americans. Thank goodness that this is so very far from the truth. For Americans to succeed in the foreign business world, we must learn to be more observant of the feelings and cultures of others. In no place is this more evident than in our own back doorMexico and the Latin/South American countries.Just because they are "local", we should be able to treat them the same as we do our own contacts. This is so very far from the truth.The Spanish culture of Mexico and the Latin/South American countries are similar in so may ways to their Spanish ancestors, but are still quite set in their own Cultural manners. Even in the smallest of towns, there is a tight social ladder that must be adhered to if negotiations are to be successful.United StatesEach person has their own place in the society, and they must be counted as such.A key are that the American Cult ure must re-learn is that of being polite and proper. The Spanish-American culture is very socially oriented, and the "air" that is left is very important. Common courtesy and protocol are sensitive issues. A quick way to sour most relationships is to demean the dominant male figure.More than anyone else I have observed, American Businessmen and Women like to dress-up and show how "proper" they are. This immediately causes a problem in that conservative dress is the norm. On arrival for meetings, or other activities, observe what the local attire is.It is a bad omen to dress more formally than those you are meeting are.Observe the bankers, lawyers, and the professionals/bureaucrats.Americans are...

Terrorism response

Terrorism response Know Your Terrorist PAGE 3Know Your TerroristMelissa Chastain, Jesse Digiovanni,Glenda Miranda, and Courtney TerrellUniversity of PheonixCJA/313 OntarioKeith A. GreenNovember 26, 2007Al-Ittihad al-Islami (AIAI)Duale A. Sii'arag (2005). The Birth and Rise of Al-Ittihad Al-Islami in the Somali Inhabited Regions in the Horn of Africa.Al-Wafa al-Igatha al-IslamiaSumner, Tim (2007). Ex-Guantanamo detainees on trial in Morocco for terrorism. Retrieved on November 20, 2007 from 911familiesforamerica.org/?s=guant%C3%A1namoAsbat al-Ansar'Asbat al-Ansar (N.D.). Retrieved on November 20, 2007 from fas.org/irp/world/para/asbat.htm4. Darkazanli CompanyChediak, Mark (2005). Following the Money: Tracking Down Al Qaeda's Fund Raisers in Europe. Retried on November 20, 2007 from http:/www.pbs.org/wgbh/pages/frontline5. Salafist Group for Call and Combat (GSPC)Keats, Anthony (2003). Center for Defense Information. The Salafist Group for Call and Combat (GSPC) Retrieved on November 20, 2007 from cdi.o rg/program/issue/document.cfm?DocumentID=386IssueID=56StartRow=1ListRows=10appendURL=Orderby=DateLastUpdatedProgramID=39issueID=56.6. Islamic Army of AdenThe Islamic Army (1999).Sea Tigers freighter sunk by Sri Lankan Air Force ...Abu al-Hassan and the Islamic Army of Aden-Abyan. Retrieved on November 20, 2007 from al-bab.com/yemen/hamza/hassan.htm.7. Libyan Islamic Fighting GroupBlack, Andrew (2007). The Reconstituted Al-Qaeda Threat in the Maghreb. Terrorism Monitor: Vol. 5 Issue 2.8. Jamiat ul-MujahideenMahbub, A. G. (2007). Islamic Terrorist Leaders Shun Suicide. Retrieved March 22, 2007 from http://english.ohmynews.com/articleview/article_view.asp?no=351550rel_no=19. Ansar Al-IslamSchanzer, J. (2003). Ansar Al-Islam: Iraq's Al-Qaeda Connection. Retrieved March 25, 2007from frontpagemag.com/Articles/Printable.asp?ID=557110. Armed Islamic Group (GIA)Pike, J. (2004). Armed Islamic Group. Retrieved March 25, 2007 fromfas.org/irp/world/para/gia.htm11. Palestine Islamic Jihad (PIJ)Pi ke, J. (2004). Palestine Islamic Jihad. Retrieved March 25, 2007 fromfas.org/irp/world/para/pij.htm12. Jemaah Islamiah, Islamic Group, Islamic CommunityJemaah Islamiyah. (2007). In Wikipedia, The Free Encyclopedia. Retrieved March 25, 2007from http://en.wikipedia.org/w/index.php?title=Jemaah_Islamiyaholdid=11881530213. Liberation Tigers of Tamil Eelam (LTTE)Pike, J. (2004). Liberation Tigers of Tamil Eelam. Retrieved March 25, 2007 fromfas.org/irp/world/para/ltte.htm14. Moranzanist...

Effective Leadership Essay Example | Topics and Well Written Essays - 2000 words - 1

Effective Leadership - Essay Example Brown and Duguid (2000) pointed out that an effective knowledge officer collects and leverages knowledge using information technology as a platform – from the varied holders of knowledge and information. All organizations require people that can gather relevant knowledge from those who have it, reorganize it into formats that are usable and edit or update it as time goes by, so as to ensure that it offers the highest value. However, the organizations that are likely to fit into the wide description are those that foster knowledge management, encourage organizational learning and value knowledge as critical to their business processes (Al-Ghassani et al., 2004). This paper will explore the role of leadership in effective knowledge management, identifying the skills and the attributes required for knowledge management. ... organization is viewed as a critical aspect of organizational strategy; the situation where the organization understands the potential of the knowledge resource and formulates the strategies for its marketing. Thirdly, the organization should adopt the outlook of using learning and knowledge to support its core competencies and in the process of creating other competencies (Collins, 2001). Lastly, its management should entail the appointment, examination and rewarding of personnel on the basis of their participation in developing the knowledge required. The appointment of the knowledge leader, in an organization, is usually an indicator that the significance of knowledge and knowledge management, in determining the future success of the organization is acknowledged. Bass et al. (2003) acknowledge that the role of the leader or manager in taking the place of a knowledge leader is relatively immature, and there is no job specification to guide the process of recruiting the right leader . However, the effectiveness of their leadership skills, leadership outlook and the overall outlook about managing human resources offer the course for their leadership agenda (Hay Management Consultants, 2000). Further, irrespective of the lack of a clear definition of the roles of the knowledge leader, some of the roles that they are supposed to play, towards guaranteeing the effectiveness of knowledge management are discussed next (Andreas, 2005). These roles include promoting the knowledge agenda, fostering education and learning, laying the infrastructure, promoting best processes and practices, creating a culture of knowledge sharing and advocating for the practice (Andreas, 2005). Literature Review Leadership is fundamentally related to the relationships or the interactions between

Pierce v. Society of Sisters Research Paper Example | Topics and Well Written Essays - 2750 words

Pierce v. Society of Sisters - Research Paper Example Is it poible for the state to demand that all children attent public school? In an undisputed decision, Supreme Court ruled on June 1, 1925 in contradiction of the State and in favor of parents in this case. According to the Court, this law violated Due Process Clause of Fourteenth Amendment: ...the Act of 1922 irrationally affects the freedom of parents and guardians to direct the education of children and upbringing of their children under their control. As frequently heretofore pointed out, the rights guaranteed by Constitution might not be curtailed by legislation that has no sensible relation to some purpose within the capability of a state. Fundamental theory of liberty that all governments recognized by this union, repose rejects any overall power of state to regulate its children by compelling them to admit instruction from only public teachers. Surpeme Court did this, though, it specified that a State has authority to require children to join some school and power to control schools to see to it that they are doing a good job at their education. Following this way, it confirmed the interest government has in mingling the young to citizenship, but repudiates nevertheless that the State has a domination in this project. These poored cold water on some statesas they were worried about the impact of the â€Å"foreign† and immigrant’s values well-thought-out public schools as a source of help; therefore these states enlisted laws intentionally to use these schools in order to promote common American culture. And on November 7 in 1922, Oregon electorates passed an ingenuity that rewritten Oregon Law Section 5259, which was the Compulsory Education Act. This ingenuity was mainly eliminate parochial schools. Accordingly, it led to a severe loss of revenue for private schools like the Non-sectarian and the Hill military academia! In conjunction, parents began withdrawing their children away from these schools in the untruthful believe that these will soon end. These laws were mainly aimed at eradicating Catholics schools. The Compulsory Education Act, preceding amendments, had demanded that all Oregon children between the age of eight to sixteen years to attend the public school. This was wit h exceptions. 1. Those mentally retarded/ physically unable to attend school 2. Those who had just graduated from their eighth grade 3. Those living more than a quantified distance by road from a nearby school 4. Those children thare are undergoing home-schooling or those that are tutored 5. Those that are attending a state

Peer Profile with Research (Or come up with another topic) Essay

Peer Profile with Research (Or come up with another topic) - Essay Example sformed to a career of her choice which she aspired to undertake since she was in her childhood. Laura was born in Long Beach California, her favorite drink is coffee and dish is Bibimpap, sushi, lasagna and enjoys playing tennis and basketball. Laura’s per profile will be built on various major aspects of life that help develop a being and her take in the whole world of life undertakings. They include: Education, leisure, personal values and skills abilities and uniqueness, future prospects and dream, strengths and weaknesses and her achievements. Laura was born in Long Beach California, her favorite drink is coffee and dish is Bibimpap, sushi, lasagna and enjoys playing tennis and basketball. Laura’s per profile will be built on various major aspects of life that help develop a being and her take in the whole world of life undertakings. They include: Education, leisure, personal values and skills abilities and uniqueness, future prospects and dream, strengths and weak nesses and her achievements. Laura was born in Long Beach California, her favorite drink is coffee and dish is Bibimpap, sushi, lasagna and enjoys playing tennis and basketball. Education Laura is driven by clear defined by clear goals and objectives in her education life .She has been able to clear her high school later went to GRCC pursued her course in two quarters but later dropped prompting her to join college and pursue a Bachelors degree in medical field especially in Psychiatry to help her in future work in a prison and carry out charity work in Developing countries by promoting healthcare. She is also passionate about getting a scholarship in Korea where she would go and streamline her medical field career Leisure and Social life Laura’s social life and leisure is mostly travelling by boat or train so that she can experience more in the world of greatness and diversity of nature. Reading is one of her hobbies, watching TV, playing video games, listening to music such as Jazz and classical and driving around her RAV 4 vehicle. Personal Values She is an optimistic person who believes in her abilities to improve her well being in the society in all areas of her undertakings. She is creative in developing new ideas, compassionate and kind hearted expressed by her passion to help and engage in charity work. Independency in her pursuit remains firm in achieving all her objectives even where she had a savings scheme to purchase her car. Laura is a friendly character especially to her family members expressing love and passionate in her all endeavors about family. She is also purpose driven. She has respect for elders, first family as their family values. Her important value she says â€Å"In Omnia paratus –Latin trans. Prepare or all things in life.† Her uniqueness is derived from her ability to separate emotions from being logical most of the time and she prefers thinking with clear mind. Family and relationships She values her mother s o much as the one who she can entrust with her secrets where she describes her as a favorite person in their family she says â€Å"Mom (can tell her anything without judging, learn a lot from her, she has supported me and loved me unconditionally, she has taught me morals and I have values until now, she is a role model too†. She laments of betrayal from her ex-boyfriend and a best friend but life had to continue. Future prospects and dreams She has a future goal that she wants to achieve on the choice of her ideal place of living in countryside of Korea or Japan. In her bucket list as she

Continuing Professional Development

Continuing Professional Development Healthcare professionals use of the term continuing professional development has evolved over the past decades from the narrower terms of continuing dental education (CDE); continuing medical education (CME), and continuing education (CE). Although these terms are still used interchangeably, the broader CPD, acknowledges the inclusion of topics that extend beyond the traditional scope of health care subjects such as managerial, personal and social skills, and recognises the multidisciplinary context of practice and the wide range of competences required to provide high quality patient care. It is the process by which healthcare professionals update themselves through the continuous acquisition of new knowledge, skills and attitudes that enable them to remain competent, current and able to meet the needs of their patients (Peck, McCall, McLaren and Rotem, 2000) and, their statutory obligations via their regulatory body (Mathewson and Rudkin, 2008). The underlying philosophy of CPD is to encourage lifelong learning (Griscti and Jacono, 2006). It is essentially lifelong learning in practice (Peck et al, 2000) that, post qualification and registration, now forms a continuum of cradle-to-grave quality assurance throughout a professionals working life (Mathewson and Rudkin, 2008). The aim of this literature research is to support the authors dissertation which is an investigation into the possible impact and effectiveness of mandatory CPD on the professional competence of dental care professionals (DCPS), specifically, dental hygienists. The author is a qualified dental hygienist of 27 years and is included in the cohort of PCDs who complete their first five year cycle of CPD in July 2013. A literature search found very few studies relating to dental hygienists and CPD therefore a vast majority of information has been abstracted from literature pertaining to dentists and aligned healthcare professionals such as, doctors who also undertake mandatory CPD. This assignment will refer to the applicable, generic outcomes from the literature unless the results are specific to a healthcare group CPDà ¢Ã¢â€š ¬Ã‚ ¦a career long process required [by dentists] to maintain, update and broaden [their] attitudes, knowledge and skills in a way that will bring the greatest benefit to [their] patients European Commission 1996 cited in Tseveenjav, 2003; Bailey, 2012. As a professional healthcare worker, CPD is important in that the quality of practice is dependent on the possession and proper use of high level skills, which, if not maintained may have a serious impact or consequence for the patient (Collin, Van der Heijden and Lewis, 2012). Therefore, it is regarded as an ethical obligation and professional responsibility that practitioners engage in CPD (Murtomaa, 1984 cited in Tseveenjav, 2003) as it is an important value of professionalism (Donen, 1998). Following a literature review, Hilton (2004) identifies six domains incorporated within (medical) professionalism, three of which are the personal or intrinsic attributes. These are: ethical practice; reflection and self-awareness; responsibility and accountability for ones actions including a commitment to excellence, lifelong learning and critical reasoning. Cosgrove (cited in Hilton, 2004) describes professionalism as a state not trait which must be maintained once acquired. The General Den tal Council (GDC) concur and add that CPD, as part of professionalism, also promotes confidence in the practitioner and dental team (GDC Preparing for practice:6). This is, however, applicable to all professionals who have a moral and social responsibility to remain competent and current in their subject specialism whether this is through legal compulsion or not. Mandatory participation in CPD As a response to environmental pressures (Johnson, 2008) such as advances in technology which have led to the erosion of traditional (medical) boundaries (Pendleton, 1995); health sector reforms with a focus on prevention (Johnson, 2008); and partly as a result of paradigm shifts in societal expectations demanding increased accountability (Tulinius and Holge-Hazleton, 2010; Mathewson and Rudkin, 2008; Tseveenjav, M, and Muttomaa, 2003) mandatory CPD was introduced as a quality assurance system to reassure the public that dental professionals are fit to practice and meet the standards required to stay registered with the GDCà ¢Ã¢â€š ¬Ã‚ ¦without which they cannot practice (Mathewson and Rudkin, 2008). In July 2008 the GDC, the dental regulatory body, introduced compulsory registration and mandatory continued professional development for all DCPs. The GDC specified that, within a five year cycle, each DCP should provide evidence of compliance with the mandate and complete a legal minimum of 150 hours of CPD; 50 hours of which must be verifiable by certification and include the core subjects of medical emergencies, disinfection and contamination, and radiography (GDC Continuing Professional Development for dental care professionals, 2012). The rationale, specific to healthcare professionals is that effective regulation maximises positive health outcomes (Johnson, 2008). The purpose of professional regulation and mandatory CPD is twofold: firstly to ensure the patients health, welfare and safety and, secondly to protect the public from harm (Johnson, 2008). Many authors argue against mandatory CPD. Carpinto (1991, cited in Joyce and Cowman, 2007) felt that mandatory continuing education is at odds with the values and beliefs on which lifelong learning is based, cynically noting that it is targeted at those who least need it those who are already competent! Donen (1998) observed that only attendance, not learning can be mandated and that CME needs will differ for individuals depending on what stage they have reached in their careers. Mandatory CE was considered ineffective and outdated in so much as the system only requires proof of CPD attendance but is not required to demonstrate application to practice or competence and that it does not improve the quality of practice (Bilawka and Craig,2003:2). Additionally, mandatory CPD may, potentially devalue learning by affecting an individuals approach (Friedman and Phillips, 2004 cited in Sturrock and Lennie, 2009). The anaesthetists surveyed by Heath and Joness (1998) agree, commenting that it is often thought of as bums on seats and ticking the box. Despite the evidence, regulatory bodies continue to use mandatory CPD as a means of quality assurance. Prior to the introduction of mandatory CPD in the UK, Oosterbeek (cited in Belfield, Morris, Bullock and Frame 2001) offered an explanation in favour of mandatory CPD, which although not stated, may prove to be the overriding factor as to the enforcement of the mandatory model: there is some evidence that current provision of CPD may exacerbate disparities in service standards: the highly skilled appear to volunteer for more CPD. Therefore Compulsory or prescribed CPD may compress these differentials and hence have a positive equity effect in ensuring uniform patient care. Furthermore, Hibbs (1989, cited in Sturrock and Lennie, 2009) suggest that, in the nursing profession, a small minority would not update their professional knowledge, either informally or formally, if CPD was not a mandatory requirement. Evidence suggests this minority exists across the professions (Firmstone et al, 2004, Schostak et al, 2010). It cannot, however, be assumed that non participation equates to practi tioners not being competent or motivated (Griscti and Jacono, 2006). Another dimension may, perhaps, be found in competency and litigation. The GDC prescribes three core subjects: medical emergencies; radiography, and disinfection and contamination. Shanley et al (cited in Barnes et al 2012) claim that most dental mistakes are made in these areas of competency. The author could find no further references or evidence in the GDC literature but from personal experience finds this an understandable and reasonable claim, and that a wider literature search will reveal more. Furthermore, in addition to specialist, update courses, these areas are included in the list of most requested CPD topics at meetings (Barnes et al, 2012), suggesting that practitioners are aware that current practices in these areas are constantly changing and of their impact and consequences for all concerned. Therefore, it is understandable that the GDC reinforces these topics within the CPD cycle. Although, Cervero (2000) noted with caution that the trend across the professions in Am erica, was the increasing use of CE as the foundation for re-licensure when regulating professional practice; with all state medical boards requiring annual accreditation of continuing education for recertification. The GDC will soon introduce this system, called Revalidation, for dentists and is currently in consultation over its introduction for DCPs. Scientific knowledge in dentistry is currently doubling every 5 years Florida Academy of General Dentistry cited in Mattheos et al 2010 Some studies show that after ten years, there is a steady decline in the current, applicable knowledge of a practitioner (van Leeuwen etal, 1995; Day et al, 1988; Ramsay et al, 1991 cited in Donen, 1998). Several authors noted that practitioners tend to take CPD in topics of personal interest rather than areas of deficiency or what might be deemed essential (Heath and Jones, 1998; Sibley et al cited in Norman, Shannon, and Marrin, 2004; Sturrock and Lennie, 2009; Barnes et al, 2012). In a rapidly changing healthcare environment, this emphasises the importance of healthcare workers remaining current as relevant knowledge and skills have a shelf life. Eagle (cited in Heath and Jones, 1998) defines the educational process as one which results in an alteration in behaviour that is persistent, predetermined and that has been gained through the learners acquisition of new psychomotor skills, knowledge or attitudes. Whilst Davis (cited in Cantillon and Jones, 1999) defines CME as any and al l the ways by which [doctors] learn after formal completion of their training. Continuing Professional Development Intervention Effectiveness Several studies explored the various methods of obtaining CPD and their effectiveness in changing clinical practice, post event. Most were database and literature reviews, others used both qualitative and quantitative research data. All work is peer reviewed with the majority referencing and drawing from the authoritative work of Davis et al 1995, Changing Physician Performance A Systematic Review of the Effect of Continuing Medical Education Strategies. Much of their work confirms and complements Davis et als main findings that many CME interventions may alter physician performance and also, but to a lesser degree, healthcare outcomes. Concluding that these alterations are most often small, less often moderate and rarely large, adding, that CME interventions should be understood in the context of the delivery methods, nature and quality of the interaction and consideration be given to the complex, individual variables such as needs assessment and barriers to change (Davis et al 19 95). CPD activities range from the increasing use of the internet; journals and study clubs; lunch and learn events sponsored by commercial companies to regional and national conferences. Research, however, has shown that attendance at these events is usually due to personal interest rather than identification or a needs analysis of a weakness in a particular area, and that some professionals may not even perceive any deficit in their knowledge or practice (Hopcraft et al, 2010). The majority of papers reviewed are critical of the didactic, single event lecture. British consultant anaesthetists, surveyed by questionnaire, found that overall single event interventions such as didactic lectures were the least effective at eliciting change (Heath and Jones, 1998). Lectures were often criticised for their passive dissemination of information (Bilawka and Craig, 2003) with lecturers trying to impart too much information; not leaving enough time for questions and some attendees felt that they had not learnt anything new (Heath and Jones, 1998). Davis et al (1999) stated that didactic modality has little or no role to play. Contrary to Heath and Jones findings, Harrison and Hogg (2003) conducted a qualitative study which evaluated the reasons why doctors attend traditional CME programmes. They carried out in-depth interviews, before and after a course, and found resistance to the statement that traditional CME (lecture) does not change doctors behaviour, disagreeing , stating, they always learnt something new and were able to give concrete examples of their claims. The value of lectures may be that the information is broadly presented, thus enabling individuals to sift the information for that pearl of wisdom relevant to their practice (Harrison and Hogg, 2003). This may explain the on-going popularity of the traditional lecture in that individuals attend because it does enable some form of up-date; specialists or experts in their field of interest appears to be a draw, and possibly reassurance that their own practice is within current guidelines and thinking (Wiskott et al, 2000). Another dimension to the lecture is the informal interaction with colleagues, where collegial learning takes place as experiences are compared. There is also a perceived relative cost benefit (Brown, Belfield and Field, 2002). Workshops and hands-on courses, learning through participation, have shown to be catalysts for change amongst dentists although they have a greater associated cost they achieve a longer term impact on practice (Mercer et al cited in Bullock et al, 1999), which is sustainable (Mattheos et al, 2010). Interactive interventions such as journal clubs and small focused group discussions produced a greater effect than a single intervention (Mansouri and Lockyer, 2007). If used alone many CPD interventions have minor or negligible effect but when combined with other methods such as peer review, audit and feedback multifaceted interventions, may have a cumulative and significant effect (Oxman et al, 1995). there are no magic bullets for improving the quality of healthcare, but there are a wide range of interventions available that, if used appropriately, could lead to important improvements in professional practice and patient outcomes. Oxman et al, 1995 The majority of studies concentrated on formal, planned structured programme, there was little evidence of research into the effectiveness of informal CPD and its application to practice, presumably due to difficulties in assessing impact and relying on self-reporting. à ¢Ã¢â€š ¬Ã‚ ¦responsibility for the effectiveness of CPD lies with the learner Eraut, 2001 The effectiveness of CPD has been described, ideally, as the practitioner gaining improvements in practice through knowledge and skill and this improvement translates in to better health outcomes for patients respectively. Although Belfield, et al (2001) state that it is very difficult to conduct controlled studies to demonstrate improvements in practice, or patient outcomes after educational activities and most benefits and changes to practice are self-reported with no independent verification (Eaton et al, 2011). The literature review shows that effective CPD has many so many potential aspects to be studied, but the majority of studies reviewed focused on the effectiveness of formal modes of CPD, confirming Davies et als (1995) findings and mostly drawing the same conclusions. These conclusions, however, will be scrutinised further as tighter restrictions on CPD come into force through the introduction of Revalidation which will only accept validated certification. This would seem to discard the value or impact of informal learning which seems at odds with the much referenced Davies et al (1995) definition of CME as any and all the ways by which [doctors] learn after formal completion of their training. The systematic reviews have not drawn any firm conclusions on which intervention is the most effective stating that there is no single strategy effective in all settings (Donen 1998) due to the very many variables that impact of on the effectiveness of CPD. These areas be will be explored furt her in the authors research project. The last study relating specifically to Dental Hygienists was by Ross et al in 2005, who conducted a study of Scottish dental hygienists, briefly touching on CPD. As yet there have been no studies into the effects of mandatory CPD and dental hygienists. The literature thus far has helped to formulate the research question: What impact does mandatory Continuing Professional Development have an on the effectiveness of dental hygienists professional competency? References Barnes, E. Bullock, A.D. Bailey, S.E.R. Cowpe, J.G. Karahajarju-Suvanto. (2012). A review of continuing professional development for dentists in Europe, European Journal of Dental Education 16 (2012) 166-178. Belfield, C.R. Morris, Z.S. Bullock, A.D. Frame, J.W. (2001). The benefits and costs of continuing professional development (CDP) for general dental practice: a discussion, European Journal of Dental Education 2001, 5: 47-52. Bilawka, E. Craig, B.J. (2003). Quality Assurance in Health Care: past, present and future (Part 1), International Journal of Dental Hygiene 1, 2003; 159-168. Bradshaw, A. (1998). Defining competency in nursing (part 2) an analytical review, Journal of Clinical Nursing 1998; 7: 103-111. Brown, C.A. Belfield, C.R. Field, S.R. (2002). Cost effectiveness of continuing professional development in health care: a critical review of the evidence, BMJ Volume 324, 16 March 2002, 652-655. Carpinto (1991) cited in Joyce, P. Cowman, S. (2007). Continuing professional development: Investment or expectation?, Journal of Nursing Management, 2007, 15, 626-633. Cervero, R. (2000). Trends and issues in Continuing Professional Education, New Directions for Adult and Continuing Education, No. 86, Summer 2000, 3-12. Collin, K. Van der Heijden, B. Lewis P. (2012). Continuing professional development, International Journal of Training and Development, 16:3, 155-163. Cosgrove cited in Hilton, S. (2004). Medical Professionalism: how can we encourage it in our students?, The Clinical Teacher, December 2004, Volume 1, No. 2, 69-73. Davis, D. Thomson, M.A. Andrew, D. Oxman, M.D. Haynes, M.D. (1995). Changing Physician Performance: A Systematic Review of the Effect of Continuing Medical Education Strategies,. JAMA, September 6, 1995 Vol 274, No 9. Davis, D. OBrien, M.A.T. Freemantle, N. Wolf, F.M. Mazmanian, P. Taylor-Vaisey, A. (1999). Impact of Formal Continuing Medical Education Do Conferences, Workshops, Rounds, and other Traditional Continuing Education Activities Change Physician Behaviour or Health Care Outcomes?, JAMA, September 1, 1999, Vol. 282, No. 9, 867-874. Davis cited in Cantillon, P. Jones, R. (1999). Does continuing medical education in general practice make a difference?, British Medical Journal, Volume 318, 8 May 1999, 1276-1279. Donen, N. (1998). No to mandatory continuing medical education, Yes to mandatory practice auditing and professional educational development, JAMC, 21 AVR. 1998; 158 (8). Eagle cited in Heath, K.J. Jones, J.G. (1998). Experiences and attitudes of consultant and non-training grade anaesthetists to continuing medical education (CME), Anaesthesia, 1998, 53, pp. 641-467. Epstein, R.M. Hundert, E.M. (2002). Defining and Assessing Professional Competence, JAMA, January 9, 2002, Volume 287, No. 2. Eraut, M. (2001). Do continuing professional development models promote one-dimensional learning?, Medical Education, 2001; 35: 8-11. European Commission (1996) cited in Tseveenjav, B. M, M. Murtomaa, V. Muromaa, H. (2003). Attendance at and self-perceived need for continuing education among Mongolian dentists, European Journal of Dental Education 2003; 7: 130-135. Fernadez, N. Dory, V. Ste-Marie, L-G. Chaput, M. Charlin, B. Boucher, A. (2012). Varying conceptions of competence: an analysis of how health sciences educators define competence, Medical Education 2012; 46: 357-365. Firmstone, V.R. Bullock, A.D. Fielding, A. Frame, J.W. Gibson, C. Hall, J. (2004). The impact of course attendance on the practice of dentists, British Dental Journal, Volume 196 No. 12, June 26 2002. Florida Academy of General Dentistry cited in Mattheos, N. Schoonheim-Klein, M. Walmsley, A. D. Chapple, I. L.C. Innovative educational methods and technologies applicable to continuing professional development in periodontology, European Journal of Education 14 (Suppl 1) (2010) 43-52. GDC. (2012). Continuing professional development for dental care professionals. Available at: http://www.gdc-uk.org/Newsandpublications/Publications/Publications/CPD%20for%20dental%20care%20professionals.pdf Accessed on: 12 Oct 12. GDC. Preparing for practice Dental team learning outcomes for registration. Available at: http://www.gdc-uk.org/Newsandpublications/Publications/Publications/GDC%20Learning%20Outcomes.pdf Accessed on: 12 Oct 12. Griscti, O. Jacono, J. (2006). Effectiveness of continuing education programmes in nursing: literature review, Integrative Literature Reviews and Meta-Analyses, Journal Compilation. Blackwell Publishing Ltd. pp. 449-455. Harrison, C. Hogg, W. (2003). Why do doctors attend traditional CME events if they dont change what they do in their surgeries? Evaluation of doctors reasons for attending a traditional CME programme. Medical Education 2003; 37: 884-888. Heath, K.J. Jones, J.G. (1998). Experiences and attitudes of consultant and non-training grade anaesthetists to continuing medical education (CME), Anaesthesia, 1998, 53, pp. 641-467. Hibbs (1989) cited in Sturrock, J.B.E. Lennie, S.C. (2009). Compulsory continuing professional development: a questionnaire-based survey of the UK dietetic profession, Journal of Human Nutrition and Dietetics, 22, pp. 12-20. Hilton, S. (2004). Medical Professionalism: how can we encourage it in our students?, The Clinical Teacher, December 2004, Volume 1, No. 2, 69-73. Hopcraft, M.S. Manton, D.J. Chong, P.L. Ko, G. Ong, P.Y.S. Sribalachandran, S. Wang, C-J. (2010). Participation in Continuing Professional Development by dental practiioners in Victoria, Australia in 2007, European journal of Dental Education 14 (2010) 227-234. Johnson,P.M. (2008). Dental hygiene regulation: a global perspective, International Journal of Dental Hygiene 6 2008; 221-228. Mansouri, M. Lockyer, J. (2007). A Meta-Analysis of Continuing Medical Education Effectiveness, Journal of Continuing Education in the Health Professions, 27(1): 6-15. Mathewson, H. Rudkin, D. (2008). The GDC lifting the lid. Part 3: education, CPD and revalidation, British Dental Journal, Volume 205, No. 1, July 12 2008, 41-44. Mattheos, N. Schoonheim-Klein, M. Walmsley, A. D. Chapple, I. L.C. Innovative educational methods and technologies applicable to continuing professional development in periodontology, European Journal of Education 14 (Suppl 1) (2010) 43-52. Mercer et al cited in Bullock, A.D. Belfield, C.R. Butterfield, S. Ribbins, P.M. Frame, J.W. (1999). Continuing education courses in dentistry: assessing impact, Medical Education 1999; 33: 484-488. Murtomaa (1984) cited in Tseveenjav, B. M, M. Murtomaa, V. Muromaa, H. (2003). Attendance at and self-perceived need for continuing education among Mongolian dentists, European Journal of Dental Education 2003; 7: 130-135. Oosterbeek cited in Belfield, C.R. Morris, Z.S. Bullock, A.D. Frame, J.W. (2001). The benefits and costs of continuing professional development (CDP) for general dental practice: a discussion, European Journal of Dental Education 2001, 5: 47-52. Oxman, A.D. Thomson, M.A. Davis. D. Haynes, B. (1995). No magic bullets: A systematic review of 102 trials of interventions to improve professional practice, Canadian Medical Association Journal. November 15, 1995; 153 (10), 1423-1431. Peck, C. McCall, M. McLaren, B. Rotem, T. (2000). Continuing medical education and continuing professional development: international comparisons, BMJ 2000; 320, 12 February 2000, 432-435. Pendleton, D. (1995). Professional development in general practice: problems, puzzles and paradigms, British Journal of General Practice, July 1995, 377-381. Phillips (2004) cited in Sturrock, J.B.E. Lennie, S.C. (2009). Compulsory continuing professional development: a questionnaire-based survey of the UK dietetic profession, Journal of Human Nutrition and Dietetics, 22, pp. 12-20. Ramsay et al (1991) cited in Donen, N. (1998). No to mandatory continuing medical education, Yes to mandatory practice auditing and professional educational development, JAMC, 21 AVR. 1998; 158 (8). Robertson,K. (2005). Reflection in professional practice and education, Austrailian Family Physician Vol.34, No. 9, September 2005, 781-783. Shanley et al cited in Barnes, E. Bullock, A.D. Bailey, S.E.R. Cowpe, J.G. Karahajarju-Suvanto. (2012). A review of continuing professional development for dentists in Europe, European Journal of Dental Education 16 (2012) 166-178. Sibley et al cited in Norman, G.R. Shannon, S.I. Marrin, M.L. (2004). The need for needs assessment in continuing medical education, BMJ, Volume 328, 28 April 2004, 999-1001. Sturrock, J.B.E. Lennie, S.C. (2009). Compulsory continuing professional development: a questionnaire-based survey of the UK dietetic profession, Journal of Human Nutrition and Dietetics, 22, pp. 12-20. Tseveenjav, B. M, M. Murtomaa, V. Muromaa, H. (2003). Attendance at and self-perceived need for continuing education among Mongolian dentists, European Journal of Dental Education 2003; 7: 130-135. Tulinius, C. Holge-Hazleton, B. (2010). Continuing professional development for general practitioners: supporting the development of professionalism, Medical Education 2010; 44: 412-420. Wilson, N.H.F. Jones, M.L. Pine, C. Saunders, W.P. Seymour, R.A. (2008). Meeting Report Looking forward: educating tomorrows dental team, European Journal of Dental Education, 12 (2008) 176-199. Wiskott, A. H.W. Borgis, Serge. Somoness, M. (2000). A continuing education programme for general practitioners, European Journal of Dental Education 2000 4: 57-64.

Educational Philosophy Essay -- Teaching Education

Educational Philosophy Teachers have the role of shaping students for tomorrow. They help them academically, personally, and socially. I cannot think of any other career that would be as rewarding as teaching. A teacher has the opportunity everyday to change a student’s life. One of the reasons I want to become an educator is because I want to have a positive influence on a student’s life. I think in today’s society it’s crucial for students to feel like they have a positive role model. I have seen what a large impact teachers have made on their student’s lives. That has made me to want to strive and do the same. Another reason for choosing this profession is that I simply love working with children. I do not think that there is any greater moment that when a student catches on to what you are teaching them. This makes the student feel better and it makes you feel like you have succeeded at your job. The final reason I want to become a teacher is th at I feel that I have many great ideas, and I would love to communicate these ideas to my students. My classroom will be a very open and bright environment. I think it is crucial to have light colored walls in the classroom. This way the classroom looks very spacious. I also think it helps when a classroom has windows to allow plenty of sunlight to enter into the room. My walls will be covered with bright posters of inspirational sayings. I will also have bulletin boards to display the students’ work and art projects. I think this will be effective because it shows that the teacher really cares about her students and admires the effort they put into their work. I really want my classroom to be a very comfortable setting, but yet I want it ... ..., and leadership are derived from the many different philosophies. I see my role as an educator as one of great importance. I think my primary goal is to teach the students and help them learn. I also think it is my responsibility, though, to help the students with their own personal problems in anyway that I can. I want to help students with their self-esteem early in life so they can continue to work on it as they get older. I will also strive to help each student work harder. I want to be able to see continuous improvement in my students over the entire year. I want my students to feel like they can come and talk to me regardless of their problem. I want them to know that I will try my best to help them through anything that I can. I will take pride in my role as an educator and in helping students. After all, these students are our future. Educational Philosophy Essay -- Teaching Education Educational Philosophy Teachers have the role of shaping students for tomorrow. They help them academically, personally, and socially. I cannot think of any other career that would be as rewarding as teaching. A teacher has the opportunity everyday to change a student’s life. One of the reasons I want to become an educator is because I want to have a positive influence on a student’s life. I think in today’s society it’s crucial for students to feel like they have a positive role model. I have seen what a large impact teachers have made on their student’s lives. That has made me to want to strive and do the same. Another reason for choosing this profession is that I simply love working with children. I do not think that there is any greater moment that when a student catches on to what you are teaching them. This makes the student feel better and it makes you feel like you have succeeded at your job. The final reason I want to become a teacher is th at I feel that I have many great ideas, and I would love to communicate these ideas to my students. My classroom will be a very open and bright environment. I think it is crucial to have light colored walls in the classroom. This way the classroom looks very spacious. I also think it helps when a classroom has windows to allow plenty of sunlight to enter into the room. My walls will be covered with bright posters of inspirational sayings. I will also have bulletin boards to display the students’ work and art projects. I think this will be effective because it shows that the teacher really cares about her students and admires the effort they put into their work. I really want my classroom to be a very comfortable setting, but yet I want it ... ..., and leadership are derived from the many different philosophies. I see my role as an educator as one of great importance. I think my primary goal is to teach the students and help them learn. I also think it is my responsibility, though, to help the students with their own personal problems in anyway that I can. I want to help students with their self-esteem early in life so they can continue to work on it as they get older. I will also strive to help each student work harder. I want to be able to see continuous improvement in my students over the entire year. I want my students to feel like they can come and talk to me regardless of their problem. I want them to know that I will try my best to help them through anything that I can. I will take pride in my role as an educator and in helping students. After all, these students are our future.

Balance Sheet and Annual Financial Statements Essay

The directors are responsible for the preparation and fair presentation of the annual financial statements of the Company and Group, comprising the directors’ report, the statements of financial position as at June 2013, the statements of comprehensive income, changes in equity and cash flows for the year then ended, and the notes to the financial statements, which include a summary of significant accounting policies and other explanatory notes, in accordance with International Financial Reporting Standards (IFRSs) and the requirements of the Companies Act of South Africa. The directors are satisfied that the information contained in the annual financial statements fairly represents the financial position at year-end and the financial performance and cash flows of the Company and Group. The directors are also responsible for such internal control as the directors determine is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error, and for maintaining adequate accounting records and an effective system of risk management as well as the preparation of the supplementary schedules included in these financial statements. The directors believe that the Company and Group have adequate resources to continue trading as a going concern in the foreseeable future. The annual financial statements support the viability of the Company and the Group. The Group’s external auditors, PricewaterhouseCoopers Incorporated, audited the Company and Group annual financial statements, and their report is presented on page 5. The external auditors were given unrestricted access to all financial records and related data, including minutes of all meetings of shareholders, the board of directors and committees of the board. The directors believe that all representations made to the independent auditors during their audit are valid and appropriate. Approval of Annual Financial Statements The Company and Group annual financial statements of Shoprite Holdings Ltd, as identified in the first paragraph, were approved by the Board of directors on 19 August 2013 and signed on its behalf by: CH Wiese Chairman JW Basson Chief Executive Officer Certificate of the Company Secretary In terms of section 88(2)(e) of the Companies Act no 71 of 2008 (as amended) I, PG du Preez, in my capacity as Company Secretary, confirm that for the year ended 30 June 2013, the Company has lodged with the Companies and Intellectual Property Commission, all such returns as are required of a public company in terms of the Companies Act and that all such returns and notices are true, correct and up to date. PG du Preez Company Secretary 19 August 2013 Directors’ Report Shoprite Holdings Ltd and its Subsidiaries 2 NATURE OF BUSINESS Shoprite Holdings Limited (â€Å"Shoprite Holdings†) is an investment holding company listed on the Johannesburg Stock Exchange Limited (â€Å"JSE†) in the â€Å"food retailers & wholesalers† sector. Secondary listings are also maintained on the Namibian and Zambian Stock Exchanges. supermarket premises or developing new shopping centres to accommodate one of the Group’s supermarket formats. New retail developments and the redevelopment of existing properties are supervised through every stage of the planning-, design- and construction process. SHOPRITE INVESTMENTS LTD: SHOPRITE HOLDINGS COMPRISES OF THE FOLLOWING MAIN SUBSIDIARIES: As a wholly owned subsidiary of Shoprite Holdings, Shoprite Investments conducts the Group’s treasury function and financing of credit sales to third parties. SHOPRITE CHECKERS (PTY) LTD: Supermarkets: Serves a broad customer base through our Shoprite, Checkers, Checkers Hyper and Usave store formats. Supply Chain Management: Supplies the Group’s outlets in South Africa and 16 Non-RSA countries. The Group prides itself in running a state-ofthe-art distribution operation and became the first South African retailer to receive the ISO 9002 accreditation for import and export handling. Fast Foods: The Hungry Lion chain now boasts modern, well-designed stores with an inescapable focus on fried chicken and operates outlets within South Africa, Botswana, Zambia, Lesotho, Swaziland, Namibia, Angola and the Democratic Republic of Congo. Franchise: The OK Franchise Division’s stores offer a wide range of perishable and non-perishable food items and liquor under the OK, Friendly Grocer, 7-Eleven, Megasave en Sentra brands. Freshmark: Freshmark is the Group’s fruit and vegetable procurement and distribution arm and supplies fresh produce to the Group’s retail outlets. As one of the largest buyers of fresh produce in South Africa, Freshmark also imports fruit and vegetables to ensure a wide variety and continuity of traditionally seasonal fresh produce. Liquor Stores: Trading under the Shoprite and Checkers LiquorShop brands respectively, the liquor shops have extended the Group’s offering by providing a selection of wines, beers and a wide range of premium spirits to its customers. Meat Markets: The Group’s meat market division is the largest retailer of fresh meat on the African continent. Customers are served through in-store butcheries that employ qualified butchers and technicians. Money Markets: Money Markets offer a comprehensive range of financial services and products to the Group’s customers through dedicated in-store service counters. Furniture: The Furniture division offers furniture, electrical appliances and home entertainment products to customers for cash or credit through its OK Furniture, OK Power Express and House & Home outlets in South Africa, Botswana, Namibia, Swaziland, Lesotho, Zambia, Mozambique and Angola. Pharmacies and wholesale distribution: MediRite’s in-store pharmacies offer consumers an easy access to affordable healthcare and healthcare professionals. These in-store dispensaries currently operate throughout South Africa and also in Angola and Swaziland. The Group’s pharmaceutical wholesaler, Transpharm, sells and distributes a wide range of pharmaceutical products and surgical equipment to hospitals and clinics, dispensing doctors, veterinary surgeons and private and corporate pharmacies. Properties: This division is tasked with the responsibility of expanding the supermarket portfolio through the identification and leasing of new SHOPRITE HOLDINGS LTD ANNUAL FINANCIAL STATEMENTS 2013 COMPUTICKET (PTY) LTD: As a premier ticketing solution provider and one of the most recognised brand names, Computicket offers theatre, concert, festival, sport and cinema tickets along with bus tickets and gift vouchers through a network of outlets located across South Africa and Namibia, a call centre as well as the Computicket website. Computicket also offers travel packages. SHOPRITE INTERNATIONAL LTD: Incorporated in the Republic of Mauritius, Shoprite International is the holding company for the majority of the Group’s non-South African retail and property investments. SHOPRITE INSURANCE COMPANY LTD: Provides first and third party short-term insurance to the Group and its customers. OTHER GROUP SUBSIDIARIES: The interests of Shoprite Holdings in other subsidiaries are set out on page  69 of the Annual Financial Statements. FINANCIAL REVIEW The Group’s headline earnings per share amounts to 675,4 cents for the year (2012: 607,0 cents). Details of the profit of Shoprite Holdings and its subsidiaries are contained in the statement of comprehensive income on page 7 with reference to the operating segment information on page 23. The financial position of Shoprite Holdings and its subsidiaries are recorded in the statement of financial position on page 6. Further details are furnished in the notes to the annual financial statements on page 10 to 68. The Group’s net asset value per share as at 30 June 2013 was 2  837 cents (2012: 2  382 cents). DISTRIBUTION TO SHAREHOLDERS PREFERENCE DIVIDENDS Details are reflected in note 27 to the Group’s Annual Financial Statements. ORDINARY DIVIDENDS An interim cash dividend (no. 128) of 123 cents per share was paid on 18  March 2013. A final dividend (no. 129) of 215 cents per share, is payable on 16 September 2013, bringing the total dividend for the year to 338 cents (2012: 303 cents) per ordinary share. 3 SHARE CAPITAL The authorised share capital of Shoprite Holdings remained unchanged at 650 000 000 (six hundred and fifty million) ordinary shares of 113,4 cents (one hundred and thirteen comma four cents) each. There was no movement in the number of issued Shoprite Holdings ordinary shares which remained at 570 579 460 shares of 113,4 cents each. On 28 June 2012, shareholders approved the issue of an additional 13  803  405 non-convertible, non-participating, no par value deferred shares in the share capital of Shoprite Holdings to Thibault Square Financial Services (Pty) Ltd pursuant to the issue of 27  100  000 ordinary shares during the previous reporting period. These deferred shares were however only issued on 25 July 2012. As at 30 June 2013, 35 436 472 (6,2%) ordinary shares were held as treasury shares by a wholly owned subsidiary of Shoprite Holdings. GOING CONCERN The annual financial statements of the Group were prepared on a going concern basis. The Board has performed a formal review of the Group’s results and its ability to continue trading as a going concern in the foreseeable future. The directors of Shoprite Holdings confirm that they are satisfied that the Group has adequate resources to continue in business for the foreseeable future. During the reporting period the following special resolutions were passed by main Group subsidiaries: SHOPRITE CHECKERS (PTY) LTD – Special resolution number 1: Approval of new Memorandum of Incorporation; and – Special resolution number 2: Financial Assistance to Subsidiaries, Related and inter-related entities. SHOPRITE INVESTMENTS LTD – Special resolution number 1: Approval of new Memorandum of Incorporation. COMPUTICKET (PTY) LTD – Special resolution number 1: Approval of new Memorandum of Incorporation. SHOPRITE INTERNATIONAL LTD Special resolution number 1: Approval of new Constitution. SHOPRITE INSURANCE COMPANY LTD – Special resolution number 1: Approval of new Memorandum of Incorporation. BORROWINGS DIRECTORS AND SECRETARY Shoprite Holdings has unlimited borrowing powers in terms of its Memorandum of Incorporation. The Group’s overall level of debt increased from R4  035 million to R4  151 million during the financial year under review. The directors’ names and details are furnished on pages 8 and 9 and the company secretary’s name, business and postal address on page 67 of the Integrated Report. In terms of the Memorandum of Incorporation of Shoprite Holdings (â€Å"the MOI†), no less than one third of the non-executive directors shall retire by rotation at each Annual General Meeting. Dr CH Wiese, Messrs EC Kieswetter, JA Louw and JF Malherbe retire as directors, in terms of paragraph 33. 5. 1 of the MOI of the Company, at the Annual General Meeting. Dr CH Wiese, Messrs EC Kieswetter and JA  Louw have offered themselves for re-election as directors of Shoprite Holdings. The board supports the re-election of these directors. SPECIAL RESOLUTIONS At the Annual General Meeting of Shoprite Holdings held on 29 October 2012, shareholders approved the following special resolutions: – Special resolution number 1: Remuneration payable to Non-Executive Directors; – Special resolution number 2: Financial Assistance to Subsidiaries, Related and inter-related entities; – Special resolution number 3: Financial Assistance for Subscription of Securities; – Special resolution number 4: General Approval to repurchase shares; and – Special resolution number 5: Approval of new Memorandum of Incorporation as proposed by the Board. Directors’ Report (continued) The company’s directors are responsible for the preparation and fair presentation of these consolidated and separate financial statements in accordance with International Financial Reporting Standards and the requirements of the Companies Act of South Africa, and for such internal control as the directors determine is necessary to enable the preparation of consolidated and separate financial statements that are free from material misstatement, whether due to fraud or error. AUDITOR’S RESPONSIBILITY Our responsibility is to express an opinion on these consolidated and separate financial statements based on our audit. We conducted our audit in accordance with International Standards on Auditing. Those standards require that we comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the consolidated and separate financial statements are free from material misstatement. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgement, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the financial statements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion. OPINION In our opinion, the consolidated and separate financial statements present fairly, in all material respects, the consolidated and separate financial position of Shoprite Holdings Limited as at 30 June 2013, and its consolidated and separate financial performance and its consolidated and separate cash flows for the year then ended in accordance with International Financial Reporting Standards and the requirements of the Companies Act of South Africa. OTHER REPORTS REQUIRED BY THE COMPANIES ACT As part of our audit of the consolidated and separate financial statements for the year ended 30 June 2013, we have read the Directors’ Report, the Audit Committee’s Report and the Company Secretary’s Certificate for the purpose of identifying whether there are material inconsistencies between these reports and the audited consolidated and separate financial statements. These reports are the responsibility of the respective preparers. Based on reading these reports we have not identified material inconsistencies between these reports and the audited consolidated and separate financial statements. The  most significant assumptions and estimates used in applying the Group’s accounting policies relate to the following: a) Impairment of assets: The Group performs a review of loss-making stores and considers the need for the impairment of assets under these circumstances. This determination requires significant judgment. The Group evaluates amongst other things, the duration and extent of the losses, the near-term business outlook for the store, and the possible redeployment of the assets between stores. Refer to notes 3, 9 and 26. Useful lives of assets: In determining the depreciation and amortisation charge for property, plant and equipment and intangible assets, management applies judgment in estimating the useful lives and residual values of these different asset classes. Refer to notes 3, 9 and 21. c) Income taxes: The Group is subject to income taxes in numerous jurisdictions. Significant judgment is required in determining the worldwide accrual for income taxes. The Group recognises liabilities for anticipated uncertain income tax positions based on estimates of potential additional taxes due. With regards to deferred income tax assets for unutilised income tax losses, judgment is also required to whether sufficient future taxable income will be available against which these losses can be utilised. Refer to notes 1. 11 and 28. d) Allowances for doubtful debts: Trade receivables include instalment sale debtors and franchise debtors for which allowances for impairment are made in accordance with the accounting policy in note 1. 15. These calculations involve the discounting of projected future cash flows and require the use of estimates. Details regarding the allowances are set out in note 12. e) Employee benefit accruals and provisions: Various assumptions are applied in determining the valuations of post-retirement medical benefits, share based payment accruals and long term employee benefits as set out in notes 1. 20, 1. 22, 14, 17 and 35. Estimates and assumptions that have a significant risk of causing a material adjustment to the carrying value of assets and liabilities in a subsequent year relate to the following: income taxes; allowances for doubtful debts and employee benefit allowances. All estimates and underlying assumptions are based on historical experience and various other factors that management believes are reasonable under the circumstances. The results of these estimates form the basis of judgments about the carrying value of assets and liabilities that are not readily apparent from other sources. Actual results may differ from these estimates. The estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accounting estimates are recognised in the period in which the estimate is revised and any affected future periods. Use of adjusted measures The measures listed below are presented as management believes it to be relevant to the understanding of the Group’s financial performance. These measures are used for internal performance analysis and provide additional useful information on underlying trends to equity holders. These measures are not defined terms under IFRS and may therefore not be comparable with similarly titled measures reported by other entities. It is not intended to be a substitute for, or superior to, measures as required by IFRS. a) Trading profit on the face of the statement of comprehensive income, being the Group’s operating results excluding foreign exchange rate differences and income or expenditure of a capital nature. b) Income or expenditure of a capital nature on the face of the statement of comprehensive income, being all re-measurements excluded from the calculation of headline earnings per share in accordance with the guidance contained in SAICA Circular 3/2012: Headline Earnings. The principal items that will be included under this measure are: gains and losses on disposal and scrapping of property, plant and equipment, intangible assets and assets held for sale; impairments or reversal of impairments; any non-trading items such as gains and losses on disposal of investments, operations and subsidiaries. c) Interest received on the face of the statement of comprehensive income, being only interest received on call and operating bank account balances. Subsidiaries Subsidiaries are entities (including special purpose entities) which are, directly or indirectly, controlled by the Group. Control is established where the Group has the power to govern the financial and operating policies of an entity so as to obtain benefits from its activities. The existence and effect of potential voting rights that are currently exercisable or convertible are considered when assessing whether the Group controls another.

What You Need to Know About Gables

What You Need to Know About Gables A gable is the triangular wall formed by a sloping roof. The roof is not the gable - the wall is the gable down to the roof line, but you generally need a gable roof to have a gable. Its common to name the triangular area made from a gambrel roof a gable, as well. Some definitions even include the end edges of the roof as part of the gable. When discussing gables with your architect or contractor, dont be shy about asking what their definition is. For example, some people call the gable wall as the wall on the gable side right down to the foundation. Others rightly call the gable wall as that part of the siding between the slopes of the roof. In general, the distinguishing feature of the gable is its triangular shape. Origins of the Word Gable Pronouned GAY-bull, the word gable may be derived from the Greek word kephalÄ“ meaning head. Gabel, the German word for a tined fork, seems to be a closer and more recent match to todays definition. One can imagine the impromptu construction projects at the German dining table using utensils to create primitive hut types of buildings - balancing forks, intertwined tines, into tent-like constructions. More Definitions of Gable the triangular portion of a wall defined by the sloping edges of the roof and a horizontal line between the eave line. Can also be a gabled dormer. - John Milnes Baker, AIA 1. The vertical triangular portion of the end of a building having a double-sloping roof, from the level of the cornice or eaves to the ridge of the roof. 2. A similar end when not triangular in shape, as of a gambrel roof or the like. - Dictionary of Architecture and Construction Types of Gables A building with a gable roof may be front-gabled, side-gabled, or cross-gabled. Like the illustration shown here, cross-gabled buildings have gables both on the front and on the side, created by a valley roof. Porches and dormers may be gabled. Gable dormers are actually specialized windows - or windows in gables. A pediment is a specific type of classical gable, less functionally dependent on the roof and more structurally useful atop a series of columns or as decoration above a door or window. Gables can extend above the roof line in fanciful designs or, more often, in parapets. The corbiestep is a parapet that can exaggerate the gable. Photos of gables show the varieties that can be found around the world. Different architectural styles, sizes, and decoration make this primitive architectural element come to life throughout the ages. The side gable is typical of Cape Cod style homes, and the front gable is common in many bungalows. Front and side gables are generally part of the Minimal Traditional style post-Depression homes from the mid-20th century. Katrina Cottages and the Katrina Kernel Cottage II are traditionally front-gabled. High-pitched gables are characteristic of Tudor style homes. Look for architectural details that often define a house style. The 1668 Turner-Ingersoll mansion in Salem, Massachusetts may be the most famous gabled house of all - the setting of Nathaniel Hawthornes 1851 novel The House of the Seven Gables. The Most Famous Gabled House Has Character How often have we driven by a house with two large front gables and felt that the eyes of the home, with raised brows, were inspecting our every move? The American author Nathaniel Hawthorne created such a character in his 19th century novel The House of the Seven Gables. The aspect of the venerable mansion has always affected me like a human countenance, says the books narrator in Chapter 1.  Like a human face? The deep projection of the second story gave the house such a meditative look, that you could not pass it without the idea that it had secrets to keep, and an eventful history to moralize upon. - Chapter 1 Hawthornes book makes us pause at these questions: What gives character to a home - and what architectural details make your home a character? It could be the gables. The house gables in Hawthornes 1851 book seem to interact with the other characters: But, as the sunlight left the peaks of the Seven Gables, so did the excitement fade out of Cliffords eyes. - Chapter 10 There was a vertical sundial on the front gable; and as the carpenter passed beneath it, he looked up and noted the hour. - Chapter 13 Nathaniel Hawthorne skillfully describes the gabled house as a living, breathing entity. The house, with all its gables, not only has character but also is a character in the novel. It breathes and is warmed by its burning (fireplace) heart: The house itself shivered, from every attic of its seven gables down to the great kitchen fireplace, which served all the better as an emblem of the mansions heart, because, though built for warmth, it was now so comfortless and empty. - Chapter 15 The human qualities of Hawthornes house create a haunting image. The gabled dwelling becomes the haunted house of New England storytelling. Can a house style or architectural detail get a reputation - like a person can get a reputation from behaviors? The American author Nathaniel Hawthorne suggests that it can. Nathaniel Hawthornes inspiration for the setting of his famous 1851 novel seems to be his cousins house in Salem, Massachusetts. What we know as The House of the Seven Gables was originally built in 1668 by a sea captain named John Turner. Sources American House Styles: A Concise Guide by John Milnes Baker, AIA, Norton, 1994, p. 173Dictionary of Architecture and Construction, Cyril M. Harris, ed., McGraw-Hill, 1975, p. 223

buy custom Googles Business Strategy essay

buy custom Google's Business Strategy essay Google is one of the largest search engine owned by the corporation Google Inc. According to the recent statistic, Google takes the 1st place among the internet users. It handles 41 billion 345 million queries per month. Thus, its market share is 62.4%. In addition, it indexes more than 25 billion web pages, where the information can be found on 191 languages of the world. Competition in Search Industry Even being one of the largest search system, Google has a lot of competitors. The searching industry is very attractive for several reasons. Firstly, more and more people are using internet today, this allows the companies to have the constant flow of customers. Secondly, the advertisement system uses the internet as the source of influence, thus the searching systems gain a lot of profit from them. Thirdly, searching industry is based on the information, and who owns the information, those controls the world. There are five main Google competitors: Yahoo, Bauidu, Bing, Yandex, Naver. Yahoo had appeared before Google. Its main users were located in the US. However, today the popularity of this searching system is decreasing. According to the Cosmore statistic, its worlds searching share was 7.8% in the 2009 year. At the same time, in the US this number was 16.8% and it continues to fall. Nevertheless, the position of Yahoo is still very strong in the Southeast Asia. In Japan (45% of total searching share), Taiwan (65% of total searching share) and Hongkong (59% of total searching share) the company is the market leader. However, soon the situation can be changed, due to Chinese Google search. As a result of Google`s exit from Chinese searching system in 2009, another Google`s competitor became Bauidu. When Google announced about the forthcoming departure, the Bauidu`s shares jumped to 47%. Another searching system Bing had 2.9% of the world`s share in 2009 year (Brodklyn, 2011).It is the searching system that was introduced by Microsoft Company. In January-February 2010, the share, launched a year ago company Bing, in the U.S. market grew by 0.2%, however now it is 11.5%. In addition, Microsoft soon will be effectively disposing Yahoo (Pigdon, 2010). This will influence the current internet searching industry a lot. Yandex is the internet searching system that had 1.1% of the world`s searching shares in the 2009 year, however, it was growing very rapidly. Thus, by the summer 2009, Yandex has got the 7th place in the list of the maor search engines. Since summer 2009, its level of developing has been increasing every year per 94%. The last Googles competitor is Naver with its searching share 1.3% in the 2009 year. It is used in the South Korea and has the rapid growth, however is far ahead Google. Search Industry Changing`s With the development of the new technologies and improving the searching industry, lots of changes have appeared. Firstly, the number of users has increased. Searching industry is the source of information, that is why its necessity is rising. Secondly, more sources in different formants are introduced. For example, Google Company have gained much customers because it supports searching of the documents in PDF, RTF, PostScript, Microsoft Word, Microsoft Excel, Microsoft PowerPoint and other formats. Thirdly, the searching companies try to create new possibilities in the searching systems. Thus, in some searching system the information is divided into subjects that, the system allows to find the information among already found and others. It is hard to imagine what changes are going to be in the future, because the variety of services is increasing every day. However, the main key to success in searching industry is the available information. It doesn`t matter how many services would be provided if there is no the needed information. That is why; the searching companies are working on increasing the amount of information in their systems. Google`s Business Model Google Search is just the way it is, thanks to one of the Google`s principle: to focus on the user and the rest will follow. Google has never done something that may interfere its customers, in order to increase its profits. Its interface is simple and straightforward, it does not trade places in the rankings. In addition, the search is very fast and the pages load instantly. Enough is to enter one or more search terms into the search box and press Enter or click the Search in Google. In response, Google displays the results page: list of Web pages related to your search terms. Analysts have different opinions about the Google`s strategies. However, there is one aspect on which all the experts are unanimous. Despite all efforts of competing companies, Google takes a leading position in online advertising. Google's strategy is simple: its experts try to put online advertising wherever it possible. This brings huge profit for the company. What is more, Google has many strategic actions. One of them was the introduction of the new service Map. Google's new free feature influenced on the shares manufacturers of GPS-navigators like a hurricane: Garmin shares fell to 16%, TomTom to 21%. According to the statistics, during last year Google profit increased to 18% and jumped in revenue to 28% (The Wall Street Journal, 2011). The Wall Street Journal gives the following numbers: In terms of costs, Google's operating expenses in the quarter were $2.84 billion, up from $1.84 billion a year ago. Google`s business Strategies As it is shown from the recent statistics, Google`s strategies are proven to be successful, however are not perfect. They bring much profit and new customers. What is more, the investors should really be impressed of the rapid growth of Google`s popularity and influence in the searching industry. In order to judge about the success of the implemented strategies, three main searching companies should be compared: Google, Yahoo and Microsoft. As it was already mentioned, the main strategies, that bring the profit, are orientated on the advertisements. According to eMarketer forecast, this year, the leader, in terms of revenue from display banner ads, is Facebook. Its net income has exceeded to $ 2 billion. On the second place is Yahoo with revenue of $ 1.62 billion, in the third - Google with revenue of $ 1.15 billion and in the fourth - Microsoft, with revenue of $ 602 million. As a result, Facebook will take 16.3% of the market banner advertising, Yahoo - 13,1%, Google - 9,3% and Microsoft 4% (Brodklyn, 2011). To conclude, in general Google strategies are successful, however Yahoo searching company is little bit ahead Google in banner advertisement. Recommendations In order to keep the level of development, Google needs to have the constant flow of new and the loyalty of the old customers. This can be reached by several steps: - pages should be targeted primarily at users, not search engines; - pages must be unique and relevant (very important point for successful website promotion); - the usage of hidden text and links should be avoided; - the new techniques and technologies should be developing and implying; - advertisements should not been irritating; - more information should be available. Buy custom Google's Business Strategy essay