Riordan Manufacturing Industry

Free Essays on Kushiels Dart

Phedre’s flaw is transformed in to the rarest of gifts- Kushiel’s Dart, forever cursed to find pleasure in pain. It is with these gifts that Delaunay teaches Phedre to be not just a courtesan, but the most dangerous of spies in a society of treacherous politics. Phedre relates her story from her own point of view as honestly and unbiased as she is able, detailing the desperate struggle of her and her ill fated companion, Joscelin Verruil, as they are betrayed by Melisande Sharihizai, scion of Kushiel and traitor to the realm of Terre d’Ange, and it is up to Phedre and Joscelin to make it back to Ysandre de la Corcel, Queen of Terre d’Ange, before Melisande’s end game is played out. But the Gods’ are not without irony, and Phedre, servant of Namaah and Kushiel’s chosen, soon falls in love with the Joscelin, Cassiel’s priest and the Perfect Companion. Through all ... Free Essays on Kushiel's Dart Free Essays on Kushiel's Dart Kushiel’s Dart Kushiel’s Dart by Jacqueline Carey is 816 pages long, and I loved every minute of it. Originally categorized as ‘Fantasy’, the book springs to life with richly detailed, and often dramatic, romances, raging wars, and startling betrayals. Though written in 2002, this book should hardly be considered anything other than a masterpiece. Whether it be the imagery of scenery, the mental anguish of different characters, or the stunning turns of events that left me surprised every time, this book was by far one of the best I’ve ever read. The story is that of Phedre, sold in to servitude at the age of 4 in the service of Cereus House, foremost among the Court of Night Blooming Flowers, the most prestigious house of courtesans in Terre d’Ange. But the small pinprick of scarlet in Phedre’s eye that was once thought of as a flaw changes when she meets Anafiel Delaunay for the first time. â€Å"Might Kushiel /of rod and weal/ late of brazen portals/ With blood tipped dart, a wound unhealed/ pricks the eyen of chosen mortals.† With those words Phedre’s flaw is transformed in to the rarest of gifts- Kushiel’s Dart, forever cursed to find pleasure in pain. It is with these gifts that Delaunay teaches Phedre to be not just a courtesan, but the most dangerous of spies in a society of treacherous politics. Phedre relates her story from her own point of view as honestly and unbiased as she is able, detailing the desperate struggle of her and her ill fated companion, Joscelin Verruil, as they ar e betrayed by Melisande Sharihizai, scion of Kushiel and traitor to the realm of Terre d’Ange, and it is up to Phedre and Joscelin to make it back to Ysandre de la Corcel, Queen of Terre d’Ange, before Melisande’s end game is played out. But the Gods’ are not without irony, and Phedre, servant of Namaah and Kushiel’s chosen, soon falls in love with the Joscelin, Cassiel’s priest and the Perfect Companion. Through all ...

Discussion Coursework Example | Topics and Well Written Essays - 250 words - 38

Discussion - Coursework Example A new division is thus getting the creation, and then gets nested within the already existing management structure. It has a comparison to adding a room onto an existing building. The other aspects of the company’s operation are left mostly unaffected by the change of adding a different section or department (Morgan, 2006). The newly appointed division heads must get personal with their employees for the growth of the organization. International organization structure can also have divisions, according to geographical location of operations. Structuring of the organization by geographical area is another form of global organizational structure. In dividing according to geographical area, the management usually appoints regional directors in different regions of a country or even a continent. Each of the local managers has responsibility for all the operational decisions within a particular geographical area. The type of strategy is often when a business first moves from only operating domestically to international operations (Linstead, Fulop & Lilley, 2009). Large national or multi-national organizations face significant and substantial communication and logistical challenges. It usually makes regional or geographical area structure necessary for effective decision making and control of the

Direct TV Strategic Plan Essay Example | Topics and Well Written Essays - 750 words

Direct TV Strategic Plan - Essay Example Customers connected to the internet can access the companys library, restart, and rewind shows and also engage interactive TV programs that provide real time information (DirecTV, 2013). The company’s advanced entertainment will involve an expanded capabilities. The company will provide streaming services outside the home with over 50 on-demand channels (DirecTV, 2013). Customers receive an improved user interface that unifies search across multiple screens. This interface is achievable through smart search capabilities across all platforms including mobile devices, tablets and set-top boxes (DirecTV, 2013). A global viewing history will ensure that subscribers can switch from one device to another and continue a previously paused program. The company’s strategy to transform subscriber experience will involve improving workforce and service quality engagement. Generating and testing of new ideas lead to improvements in products and procedures (DirecTV, 2013). A simplified customer interaction and increased subscriber self-service capability will increase productivity by reducing customer contact rates. Customers will also receive bundled broadband, video, and telephone services to improve customer convenience and cut costs (DirecTV, 2013). Providing a responsible pricing and enhanced productivity improves the customer experience and also the company’s profitability increases. The use of market growth and market share in developing strategies is crucial to our expansion. Suttle (2015) states that a company’s method of development is contingent upon its competition and financial situation. DirecTV currently has a little market share and especially in the private businesses. A firm’s market share is useful in determining the company’s strategy such as developing integrated bundling services and improving customer services like billing and packaging (DirecTV, 2013). A

BUSINESS CHALLENGES Research Paper Example | Topics and Well Written Essays - 5750 words

BUSINESS CHALLENGES - Research Paper Example The kind of foods offered in these restaurants include soups, spaghetti, salads, fried salmon, field mushroom risotto, pork, rack of lamb, desserts such as farmhouse cheese and biscuits, coffee, wine among others. Some of the restaurants in United States are Bar Louie, Primebar, One North, Red Star Tavern, Bluepoint, The Grillroom, Townhouse and Midtown Kitchen (Restaurants America 2009). Restaurants in the United States have different features ranging from construction materials to food service and location. They offer customers with power lunches, business meeting points and late night cocktails (Restaurants America 2009). A case in point is Grillroom which is an urban chophouse and wine bar. Others offer inviting, intimate and warm atmosphere for lunch and dinner with families and friends created by wood paneled and flagstone walls, captivating artwork, oversized curved leather booths and an open kitchen system (Restaurants America 2009). A good example is Red Star Tavern. Looking at employment in the restaurant industry, most entry-level jobs in this sector need slight or no previous training and basic tasks often can be learned in a short time (Ingram and Joel 68-102). Restaurant managers and many division heads, for instance a head chef, usually need some formal training, or years of hospitality industry know-how, or both. All positions in this business need employees to uphold a customer-service direction. Almost all workers in the restaurant business in United States undertake some on-the-job training provided under the supervision of an experienced employee or manager to become accustomed to new employees to any exceptional characteristics of the property or the local area. The restaurant market is projected to see a rise in the number of restaurants in the United States. Many of these newer restaurants are being established in the suburbs where a growing population is more and more

ISTE NETS Standards for Teachers

ISTE NETS Standards for Teachers Module 1: Assessing Strengths and Improvement Opportunities Comparison to NETS-T Standard 1: Facilitate and Inspire Student Learning and Creativity I believe I do a fairly good job of engaging students in exploring real-world issues and solving authentic problems using digital media and tools (NETS-T 1b). For example, most of my international ELLs are majoring in international trade. Therefore, I have my business English students do a business plan proposal and presentation. In small groups, students use the Internet to research opportunities and possibilities for starting their own business. They also have to create a business plan indicating their product or service, cost structure, and projected profits or losses for the first, second, third, and fifth years, among other things. They then organize this information into a PowerPoint presentation and present their proposals to the class. Students then vote for the proposal that is the most realistic and plausible and has the best chance of success. Many aspects of this multi-faceted assignment deal with real-world issues and authentic problems and use digital tools and resource s to address them. I am, however, relatively weak on NETS-T 1c, promoting student reflection. Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments I believe the business plan example discussed above is also decent example of a Digital-Age Learning Experience that adapt[s] relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (NETS-T 2a). Students learn to do Internet research and use common office productivity software while acquiring and learning to communicate in business English. During the term, students also have to send me several business-related emails such as asking for more information, placing an order, checking an orders status, complaining as a customer, and handling complaints from customers. We do similar topics as phone calls as well. These sorts of activities provide me with formative and summative assessment data (NETS-T 2d). Lawton (2014) says that 21st century assessments must move beyond simple right and wrong answers. PowerPoints, presentations, emails, and phone calls go a long way toward accomplishing that goal. Standard 3: Model Digital-Age Work and Learning I do very little with digital communication or collaboration with students or colleagues beyond email and WeChat (a Chinese real-time messaging and social media app similar to WhatsApp). There are three primary reasons for this: culture, government restrictions, and my own ignorance. Culturally, everyone in China uses WeChat for both personal and professional communications. I, however, find it inadequate for professional or academic correspondence or collaboration. WeChat is so pervasive, in fact, that while most Chinese have email accounts, they rarely use them or even check them. It is common for me to send an email then use WeChat to inform the recipient that an email has been sent. Chinas Great Firewall (i.e. government restriction) is another barrier. The Chinese government blocks many Western websites and web-based services such Google (including Gmail, Google Docs, Google Classroom, Google Translate, Google Scholar, and YouTube, etc.), Twitter, and Facebook. VPNs to get aroun d such blocks are available, but they are often expensive, unreliable, and the government does its best to ban and block them as well. Finally, my own ignorance is a barrier. I simply have not taken the time to research and explore the options that may be available to me in China. Part of the reason is time, part of it is complacency. I simply have not had the motivation to investigate. Standard 4: Promote and Model Digital Citizenship and Responsibility This standard is also quite difficult to meet in my current environment. China has a reputation for weak protection of intellectual property (IP) rights. While Chinas written IP laws are comparable to those of more developed nations, they were written only relatively recently, the courts have little experience with IP cases, and enforcement is inconsistent (Ang, Yingmei, Chaopeng, 2014). For example, from firsthand experience, Beijing is filled with DVD stores that cater to foreigners. Every Western DVD is bootlegged and pirated. Likewise, counterfeit bags, shoes, and clothing are easily available even though the government has shut down many of the offending shops in recent years. They just reopen elsewhere. Similarly, it is very common for university students to purchase photocopies of required textbooks. Any copy center in Beijing is happy to copy a textbook, even the ones on campus. In fact, two years ago I attempted to require my students to buy authentic copies of my class req uired text but I was swiftly reprimanded by my superiors. No, no, no, no, no! my supervisor said. Authentic books are far too expensive. Our students cannot afford them, I was told. Photocopies are better! The universities are owned, operated, and controlled by the same government that writes and enforces IP laws. It is little wonder that foreigners have the impression that copyright laws and intellectual property rights do not exist in China in any meaningful way. Having said that, one thing I am able to do-and I do it zealously-is insist upon proper documentation and citation of sources. I do my best to investigate, verify, and prove suspected plagiarism but it is difficult to do so when Yahoo is the only tool at my disposal. I would like to invest in a service such as Turnitin to catch, or better yet, prevent plagiarism. Standard 5: Engage in Professional Growth and Leadership Rogers (2003, cited in Oncu, Delialioglu, Brown, 2008, p. 21) identified five types of people with regard to technology adoption: innovators, early adopters, early majority, late majority, and laggards. My level of resistance seems to be increasing as I age. I know I am not the innovator I once was; at this point I might classify myself as mid-majority had Rogers included that type in his scheme. I think part of professional growth and leadership with regards to technology is to approach technology with a more critical eye than is typical. While there are many undeniable benefits to using technology in the classroom, there are also potential dangers, drawbacks, and disadvantages that appear to be overlooked, ignored, or dismissed out of hand (Langford, Narayan, Von Glahn, 2016). For example, concerns have been raised that overreliance on technology can cause declines in critical thinking and analytical skills (Porter, 2014; Greenfield, 2009, cited in Langford, Narayan, Von Glahn, 2016) and that overdependence on the Internet hampers peoples ability to think, understand, retain, and analyze information (Carr, 2010; Ciarcia, 2012; Friedman Heafner, 2012, cited in Langford, Narayan, Von Glahn, 2016). Finally, Bauerlein (2008) believes that the digital age has generated access to immense information at the expense of making us dumber. He worries that the younger generation is increasingly disconnected from culture, history, politics and context contributing to ignorance and apathy (cited in Langford, Narayan, Von Glahn, 2016, p. 4). I think it behooves teachers and educators to acknowledge both sides of the debate and not automatically assume that any and all technology is beneficial or even harmless. Our students often embrace new technology cavalierly. Therefore, as teachers, educators, and leaders, it is incumbent upon us to evaluate the use and potential consequences of technology before adopting it rather than blindly follow the pervasive culture. In oth er words, if overuse of technology is part of the problem, as some believe, is more technology really the answer? As leaders we must ask hard questions and be willing to defy the status quo (Bennis, 1989, cited in Shoup, 2016). Conclusion I believe I have done a fairly good job of meeting some of the indictors of the ISTE NETS standards for teachers. On the other hand, some of the standards and their indicators will be difficult to meet in my Chinese university teaching and learning context. Even so, there are two things I believe I can do to further develop the skills I need to meet the NETS-T standards and indicators. My first goal is to research age-appropriate online collaborative tools available and accessible in China. Such tools will help my business English students further develop their English reading and writing proficiency as well as prepare them for their future careers where such collaboration is commonplace. Secondly, I want to develop my professional growth and leadership by researching and understanding the potential problems and pitfalls presented by technology beyond the three most commonly associated with youth-predators, plagiarism, and porn-and how to mitigate them. Technology Integration Matrix (TIM) Below is a Technology Integration Matrix reflecting my business English class for my international university students. I chose this class because I believe it is the most technology-integrated class I currently teach. My TOEFL and IELTS workshops are far less technology-dependent. In fact, I felt it necessary to create and add a new Level of Technology Integration to the Matrix: Non‑Integration. There are several reasons why a teacher may not integrate certain aspects of technology with his or her instruction including, but not limited to, unawareness that such technology exists, ignorance regarding its use, a lack of resources or access, or a rationale where such use is deemed inappropriate (Kayalar, 2016). For example, I myself am unaware of age-appropriate online resources for goal-directed learning that are available and accessible in China. Levels of Technology Integration into the Curriculum Non-Integration Entry Adoption Adaptation Infusion Transformation Learning Environment Characteristics Active Students use technology seamlessly (e.g. Word, Excel, PowerPoint, the Internet) as they create business plans, proposals, and presentations as a means to develop English language proficiency. Collaborative Students primarily work alone or in pairs or small groups when researching and creating their business plans and proposals. Most if not all collaboration is done in person. Constructive Students select and use appropriate technology tools and resources to create and present a complete business plan and proposal in English. Authentic Students select and use appropriate technology tools and resources to create and present a complete business plan and proposal in English. Goal-Directed Students do not use technology in this manner. Goal 1 I would like my business English international students and myself to research and explore age-appropriate goal-directed online resources available and accessible in China that will aid their English-language acquisition and use. This might effectively move us from Goal‑Oriented / Non-Integration to Goal-Oriented / Entry. Researching English-language educational tools in English will itself help build students English-language vocabulary and reading comprehension skills as they try to discover online tools and ways they can be used to facilitate other aspects of their language acquisition and use. Goal 2 I would like to move my business English international students from Collaborative / Entry to Collaborative / Adoption. In China, WeChat is the preferred means of real-time messaging and communication. However, email is more common in other parts of the world, especially in professional business environments. I would like to extend email (or other collaborative tools) use into the arena of real-world collaboration as opposed to the merely academic exercise it is currently. Conclusion While many benefits of integrating technology across the curriculum are strong and undeniable, several barriers remain. These barriers might be categorized as external (relative to the teacher) or internal. External barriers largely involve the availability and accessibility of age-appropriate technological tools and resources, and are largely outside the teachers control. Student social-economic status, school or district funding, or government policy and regulation are all examples of external barriers that may make it difficult to fully integrate technology inside the classroom. Internal barriers to technological integration pertain to teacher willingness, knowledge, and skill, and their legitimate concerns regarding student welfare as well as founded or unfounded prejudices and biases against technology. I would like to echo Langford, Narayan, and Von Glahns (2016) caution against using technology for technologys sake and instead thoughtfully and critically adopt only those techn ologies and methods proven to enhance the student educational experience, in my case, the acquisition and use of the English language at the university level. References Ang, J. S., Yingmei, C., Chaopeng, W. (2014). Does enforcement of intellectual property rights matter in china? Evidence from financing and investment choices in the high-tech industry. Review of Economics Statistics, 96(2), 332-348. Kayalar, F. (2016). Cross-cultural comparison of teachers views upon integration and use of technology in classroom. Turkish Online Journal of Educational Technology, 15(2), 11-19. Langford, S., Narayan, A., Von Glahn, N. (2016). Revisiting the technology and student learning debates: Critical issues and multiple perspectives. Transformative Dialogues: Teaching Learning Journal, 9(2), 1-15. Lawton, D. (2014). Beyond bubble sheets and number two pencils: Assessment in the digital age. Delta Kappa Gamma Bulletin, 81(1), 53-58. Oncu, S., Delialioglu, O., Brown, C. A. (2008). Critical components for technology integration: How do instructors make decisions? The Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46. Shoup, J. R. (2016). Leadership, organizational, and institutional studies: Reconciling and teaching competing perspectives. Journal of Leadership Education, 15(4), 167-182.

Blood Alcohol Level (bal) Essay -- essays research papers

Blood Alcohol Level (BAL) MONITORING The amount of alcohol in your blood stream is referred to as Blood Alcohol Level (BAL). It is recorded in milligrams of alcohol per 100 milliliters of blood, or milligrams percent. For example, a BAL of .10 means that 1/10 of 1 percent (or 1/1000) of your total blood content is alcohol. When you drink alcohol it goes directly from the stomach into the blood stream. This is why you typically feel the effects of alcohol quite quickly, especially if you haven't eaten for a while. BAL depends on: 1. Amount of blood (which will increase with weight) and 2. The amount of alcohol you consume over time (the faster you drink, the higher your BAL, as the liver can only handle about a drink per hour--the rest builds up in your blood stream). Understanding the effects of a rising BAL can be very useful in controlling drinking. Below are the consequences of various Blood Alcohol Levels,from a book by William R. Miller and Ricardo F. Munoz called, "How to Control your Drinkling: A Practical Guide to Responsible Drinking (1982): .02 MELLOW FEELING. SLIGHT BODY WARMTH. LESS INHIBITED. .05 NOTICEABLE RELAXATION. LESS ALERT. LESS SELF-FOCUSED. COORDINATION IMPAIRMENT BEGINS. .08 DRUNK DRIVING LIMIT. DEFINITE IMPAIRMENT IN COORDINATION AND JUDGMENT. .10 NOISY. POSSIBLE EMBARRASSING BEHAVIOR. MOOD SWINGS. REDUCTION IN REACTION TIME. .15 IMPAIRED BALANCE AND MOVEMENT. CLEARLY DRUNK. .30 M...

Council Regulation

A grouping so formed shall, from the date of its registration as provided for in Article 6, have the capacity, in its own name, to have rights and obligations of all inds, to make contracts or accomplish other legal acts, and to sue and be sued. Article 3 1 . The purpose of a grouping shall be to facilitate or develop the economic activities of its members and to improve or increase the results of those activities; its purpose is not to make profits for itself. Its activity shall be related to the economic activities of its members and must not be more than ancillary to those activities. 2.Consequently, a grouping may not: (a) exercise, directly or indirectly, a power of management or supervision over its embers' own activities or over the activities of another undertaking, in particular in the fields of personnel, finance and investment; (b) directly or indirectly, on any basis whatsoever, hold shares of any kind in a member undertaking; the holding of shares in another undertaking shall be possible only in so far as it is necessary for the achievement of the grouping's objects and if it is done on its members' behalf; (c) employ more than 500 persons; (d) be used by a company to make a loan to a director of a company, or any person connected with him, when the making of such loans is restricted or controlled under he Member States' laws governing companies. Nor must a grouping be used for the transfer of any property between a company and a director, or any person connected with him, except to the extent allowed by the Member States' laws governing companies. For the purposes of this provision the making of a loan includes entering into any transaction or arrangement of similar effect, and property includes moveable and immoveable property; (e) be a member of another European Economic Interest Grouping. Article 4 1 .Only the following may be members of a grouping: a) companies or firms within the meaning of the second paragraph of Article 58 of the Treaty and other legal bodies governed by public or private law, which nave been formed in accordance with the law of a Member State and which have their registered or statutory office and central adminsitration in the Community; where, under the law of a Member State, a company, firm or other legal body is not obliged to have a registered or statutory office, it shall be sufficient for such a company, firm or other legal body to have its central administration in the Community; b) natural persons who carry on any industrial, commercial, craft or agricultural activity or who provide professional or other services in the Community. 2.A grouping must comprise at least: (a) two companies, firms or other legal bodies, within the meaning of paragraph 1, which have their central administrations in different Member States, or (b) two natural persons, within the meaning of paragraph 1, who carry on their principal activities in different Member States, or (c) a company, firm or other legal body withi n the meaning of paragraph 1 and a atural person, of which the first has its central administration in one Member State and the second carries on his principal activity in another Member State. Article 5 A contract for the formation of a grouping shall include at least: (a) the name of the grouping preceded or followed either by the words ‘European Economic Interest Grouping' or by the initials ‘EEIG', unless those words or initials already form part of the name; (b) the official address of the grouping; (c) the objects for which the grouping is formed; (d) the name, business name, legal form, permanent address or registered office, and he number and place of registration, if any, of each member of the grouping; (e) the duration of the grouping, except where this is indefinite.Article 6 A grouping shall be registered in the State in which it has its official address, at the registry designated pursuant to Article 39 (1). Article 12 The official address referred to in the contract for the formation of a grouping must be situated in the Community. The official address must be fixed either: (a) where the grouping has its central administration, or (b) where one of the members of the grouping has its central administration or, in he case of a natural person, his principal activity, provided that the grouping carries on an activity there. Article 13 The official address of a grouping may be transferred within the Community.When such a transfer does not result in a change in the law applicable pursuant to Article 2, the decision to transfer shall be taken in accordance with the conditions laid down in the contract for the formation of the grouping. 1 . The organs of a grouping shall be the members acting collectively and the manager or managers. A contract for the formation of a grouping may provide for other organs; if it does it hall determine their powers. 2. The members of a grouping, acting as a body, may take any decision for the purpose of achievi ng the objects of the grouping. Article 17 1. Each member shall have one vote. The contract for the formation of a grouping may, however, give more than one vote to certain members, provided that no one member holds a majority of the votes. 2.A unanimous decision by the members shall be required to: (a) alter the objects of a grouping; (b) alter the number of votes allotted to each member; (c) alter the conditions for the taking of decisions; Article 18 Each member shall be entitled to obtain information from the manager or managers concerning the grouping's business and to inspect the grouping's books and business records. Article 19 1. A grouping shall be managed by one or more natural persons appointed in the contract for the formation of the grouping or by decision of the members. Article 21 1 . The profits resulting from a grouping's activities shall be deemed to be the profits of the members and shall be apportioned among them in the proportions laid down in the contract for t he formation of the grouping or, in the absence of any such rovision, in equal shares. 2.The members of a grouping shall contribute to the payment of the amount by which expenditure exceeds income in the proportions laid down in the contract for the formation of the grouping or, in the absence of any such provision, in equal shares. Article 22 1 . Any member of a grouping may assign his participation in the grouping, or a proportion thereof, either to another member or to a third party; the assignment shall not take effect without the unanimous authorization of the other members. Article 23 No grouping may invite investment by the public. Article 24 1. The members of a grouping shall have unlimited Joint and several liability for its debts and other liabilities of whatever nature.National law shall determine the consequences of such liablity. 2. Creditors may not proceed against a member for payment in respect of debts and other liabilities, in accordance with the conditions laid do wn in paragraph 1, before the liquidation of a grouping is concluded, unless they have first requested the grouping to pay and payment has not been made within an appropriate period. Council Regulation ( 5 July Article 27 1 . A member of a grouping may withdraw in accordance with the conditions laid down in the contract for the formation of a grouping or, in the absence of such conditions, with the unanimous agreement of the other members. Article 37 1 .A period of limitation of five years after the publication, pursuant to Article 8, of notice of a member's ceasing to belong to a grouping shall be substituted for any longer period which may be laid down by the relevant national law for actions against that member in connection with debts and other liabilities arising out of the grouping's activities before he ceased to be a member. . A period of limitation of five years after the publication, pursuant to Article 8, of notice of the conclusion of the liquidation of a grouping shall be substituted for any against a member of the grouping in connection with debts and other liabilities arising out of the grouping's activities.Article 40 The profits or losses resulting from the activities of a grouping shall be taxable only in the hands of its members. Article 42 1. Upon the adoption of this Regulation, a Contact Committee shall be set up under the auspices of the Commission. Its function shall be: a) to facilitate, without prejudice to Articles 169 and 170 of the Treaty, application of this Regulation through regular consultation dealing in particular with practical problems arising in connection with its application; (b) to advise the Commission, if necessary, on additions or amendments to this Regulation. 2. The Contact Committee shall be composed of representatives of the Member States and representatives of the Commission. The chairman shall be a representative of the Commission.

A Summers Reading Essays - Anti-social Behaviour, Human Behavior

A Summers Reading Essays - Anti-social Behaviour, Human Behavior English A Summers Reading Respect is a very dominant and important factor in the story of Bernard Malamud, A Summers Reading. The reach for respect from the people around him causes a lot of dilemma within the main character, George Stoyonovic. And those dilemmas led to consequences that George hated. George, a high school drop out, can not get any job during one summer. He decides to read the magazines found at home. But when he met Mr. Cattanzara, he immediately lies about the hundred books he is reading, in order for Mr. Cattanzara to respect him as well as to be proud of him. Respect is a form of acknowledgement of ones existence. Respect is very important to everybody. Respect also gives a person a sense of confidence that he is not a failure and contradicts the idea that he is not good enough. People want respect because they want others to know how good they are. Though everybody wants it, most people often take it for granted. The irony of it all is that people wants it so much that they would do anything just to get it. In the story, the theme Respect is very important for everybody was shown a couple of times. An example of these scenes is when George was contemplating whether or not he should attend the night classes. He has considered registering in a night high school, only he did not like the idea of teachers always telling him what to do. He felt that they had not respected him. He decides that since he has nothing to do at home, attending night-class would be great and it would help him catch up on the lessons he has missed. But that the idea of teachers telling him what to do causes George to think twice. He thinks that when his teachers tell him what to do or should not do it shows a lack of respect on the teachers part. He then feels that he is not good enough and loses confidence in himself. But in reality, when people tell you what to do, it means that they are concerned about you and that they know that you can do better but it does not really mean that you are not good enough as a person. They are actually acknowledging your abilities and your capabilities which also acknowledge your existence. George searches for respect because it is where he gets the confidence that will enable him to move on forward with his life. Another instance in the story where it shows respect is very important is when George tells Mr. Cattanzara that he is reading a hundred books for the summer. He wants Mr. Cattanzara to respect him that he is willing to lie in order to achieve that respect. He wants Mr. Cattanzara that to know that he is more than just a boy who dropped out of school and who can not get a decent job. And that he can also do things which people around him can be proud of. When he found out that his neighbors knew what he was doing for the summer, George instantly became confident that he is not a nobody anymore in the community. People in his community respect him now. But what did George do with the respect shown to him? He did not fulfill his end of the bargain. He thinks that being respected is enough already but he must learn that he should walk the talk. He must do what he says he will do because if the people finds out that he is just pure talk and no concrete actions are being done, people will start to doubt him and eventually George will lose the respect that his neighbors gave him. Ultimately, Mr. Cattanzara senses that George was not telling him the whole truth. He knew that George really did not finish reading all those books as what he has said he has done. Maybe the reason why Mr. Cattanzara did not told the others about Georges lie is because he knows that George did not want to lose the admiration that the people has for him. And he thought that

Why did new and more aggressive movements to achieve racial essays

Why did new and more aggressive movements to achieve racial essays As early as 1909, the black community in America started to feel that they deserved racial equality, when they set up the NAACP, with the intention of using the law to obtain more favourable challenges to segregation in the courts. Nevertheless, little had been achieve by the 1940s besides increased membership. The NAACPs demands were quite modest, they wished to outlaw lynching, achieve voter registration and make Roosevelts Fair Employment Practises Committee a permanent institution. Even though the NAACP had Truman on their side, he was met with a great deal of opposition in Congress, leading him to backpedal on the civil rights issue. The NAACP, felt that they should use more calm methods to try and achieve their goals and went to court quite a few times to ensure that what was outlined in the 14th and 15th amendments were carried out. The NAACP made progress in the 1950s in two cases Henderson vs US and McLaurin vs Board of Regents. Even though their actions were morally cor rect, going though Congress to try and achieve desegregation was never going to accomplish much, especially considering that they had a very limited amount of publicity. Even though laws had been implemented lynching still occurred, the black community were still faced with a great deal of hostility and they had not truly achieve much in the terms of desegregation. This spurred on what may now be deemed as civil disobedience, and more aggressive actions to those that had previously been taken. The black community adopted new methods to try and achieve desegregation such as; sit ins (not only in buses which had been done by Rosa Parks in 1955) to publicly protesting in Woolworths in Greensboro, North Carolina. These series of events led to other foundations being formed such as the SCLC and the SNCC. Their ability to achieve a great deal of change was limited, and led to a considerably greater violence in the 1960s. ...

Case Study Analysis Paper Essay Example | Topics and Well Written Essays - 1250 words

Case Study Analysis Paper - Essay Example He succeeded in recruiting fifteen trainees. He scheduled the trainee orientation to start from 15th of June. The new recruits were expected to be on job by the month of July. Carl Robins didn’t think of the essentials for the scheduled training till Monica Carrolls enquired about training schedule, orientation, manuals, policy booklets, physicals, drug tests, and a host of other issues. Carl Robins still didn’t do the review of the schedule and didn’t update its progress. When later in May, he checked the new trainee file to finalize the paperwork needed for the orientation, he found that some of the new trainees did not have applications completed or had their transcripts on file, and none of them had been sent to the clinic for the mandatory drug screen. He also found that there were only three copies of the orientation manuals and even they were not properly arranged. When he checked the training hall he found that Joe, from technology services was setting up computer terminals. When the event log was looked into, it was found that the training room was already reserved for the entire month of June for computer training seminars for the new database software implementation and was not available for the orientation to be conducted. The basic problem that the whole process faced was the lack of experience of Carl Robins as a recruiting officer. Though he managed to do the campus recruitment resulting in the intake of fifteen trainees, he couldn’t arrange properly for the processes leading to their intake. His inexperience stopped him from doing accurate planning for the training of the intakes. He also didn’t take advice from superiors or referred any previous records to get acquainted of the key procedures involved. Carl Robins didn’t take care to have a proper schedule for the whole process. The basic theory of bifurcation of the whole target into differentiated processes and planning them separately

Recommendation report for Airbus Essay Example | Topics and Well Written Essays - 3500 words

Recommendation report for Airbus - Essay Example As the essay stresses one of the important aspects that Airbus has to consider in framing its policy over the next five years is contract management, because thus far, it has not been able to effectively manage them. A part of the problems Airbus is facing now have to do with a botched French deal that went wrong. EADS, the parent company of Airbus came into being through the disposition of 37.9% of Airbus shares that were owned by a French public sector enterprise, Aerospatiale, to a private investor, Noel Forgeard. While the deal was originally intended to provide Airbus with a long term, French private sector shareholder to aid the process of privatisation, it has proved to be a botched up job that has aided the downfall of Airbus. From this research it is clear the problems arose when Forgeard sold his shares to Daimler in Germany, thereby disturbing the equity stake and ownership percentages of the French Government, acquired through disposition of its ownership in Aerospatiale. Furthermore, the original intent behind the formulation of EDAS was to provide strong European competition for the American giant Boeing, but fluctuations in exchange rates have not proved favourable to the Company’s sales in the market. It appears likely that some of these problems could have been addressed if the contracts had included certain provisions; for example stipulating that ownership of Forgeard’s shares were to remain within France.