Mohandas Karamchand Gandhi Analysis

Mohandas Karamchand Gandhi Analysis Mahatma Gandhi was a ‘nonconsequentialist’ in his beliefs because he rejected consequential philosophy which insinuates that consequences of actions can appreciably justify the means. ‘Nonconsequentialism’ views morality from the actions and not the consequences.Advertising We will write a custom essay sample on Mohandas Karamchand Gandhi Analysis specifically for you for only $16.05 $11/page Learn More According to nonconsequential theory, one’s morality lies in his/her actions and not consequences of his/her actions for nothing good can come from immoral actions. Therefore, actions are ether right or wrong independent of the consequences, as good ends cannot justify any corrupt means. Allen argues that, â€Å"Gandhi is well known for his emphasis on the integral, mutually reinforcing relationship between means and ends because one cannot use impure or immoral means to achieve worthy goals† (3). Gandhi did not believe that an action is right if it promotes greatest good for the greatest number of people; far from it, he believed in moral actions that lead to the greatest good for all and this simple outright belief passes Gandhi for a nonconsequentialist. Deontological theory supports Mahatma Gandhi view of morality for it states that morality depends on the actions or motives of the people. The deontological theory is a nonconsequential theory that does not assess morality from the point of consequences rather it assesses morality from the actions or omissions. According to this theory, actions and rules are primary in determining morality in the society for deontologists argue that, actions are morally right or wrong based on commands from higher power or divine. In this case, Gandhi believed in divine obedience as a way of attaining the highest state of morality. Libertarian theory is also nonconsequential theory that supports Gandhi’s beliefs and arguments concerning morality. The the ory posits that policies are only morally right if they protect life, property and liberty of the people. Libertarians hold that freedom is inherent right of humanity, which guarantees life and property ownership, hence equality. Like libertarian theory, egalitarian theory supports the welfare of all in the society as depicted in the lifestyle of Gandhi when he fought for the freedom of the Indian masses. Gandhi is a virtue ethicist who observed virtues from the nonconsequential perspective. He believed that actions define morality in the society as depicted by his life philosophies. Gandhi informed many people about their rights, advocated for a peaceful society, demanded for equality, taught about goodwill living and divine morals.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gandhi argues that, â€Å"if I am accumulating wealth and power, my neighbor is in great need, and I do nothin g to help alleviate the suffering of the other, then I contribute to and am complicit in the violence of the status quo† (Allen 4). In the argument, Gandhi implies that it is immoral to amass wealth in the society without helping the unprivileged for it propagates inequality. In his argument that he does not believe in the doctrine of the greatest good for the greatest number, but greatest good for all, Gandhi depicts that he is a nonconsequentialist. This argument sets him apart from the consequential theorists who argue that any action is morally right if the end justify the means or satisfy greatest number of people. Consequential theories define morality from the consequences emanating from the actions for it does not matter whether the actions are morally right or wrong. Examining Gandhi’s life, he was a man who dedicated his life for the benefit of all humanity because he struggled to instill ethics in all aspects of society such as economic, political, social and spiritual spheres. He believed that ethics are fundamental principles that keep the society together for the benefit of all members. Allen, Douglas. â€Å"Mahatma Gandhi.† Routldge Philosophy. (203): 1-12

SAT Writing Word Choice and Diction Errors

SAT Writing Word Choice and Diction Errors SAT / ACT Prep Online Guides and Tips Mark Twain famously once wrote in a letter that the â€Å"difference between the almost right word the right word is really a large matter - it’s the difference between the lightning bug and the lightning.† The SAT agrees with good old Mark, and tests students on their ability to recognize when the almost-right word has been subbed in for the right one. Are you confident in your ability to not be tricked by the SAT's unusual diction questions? Read on for some strategies and tips for this section. In this guide, I will: explain what diction is and why the SATasks about it tell you when to look for diction errors on the SAT and how to approach these questions show you examples of this kind of question similar to those on the SAT give you a master list of commonly-confused words in English What does â€Å"diction† mean, anyway? Diction is a fancy way of saying â€Å"word choice† - you may have heard your literature teacher talk about this idea when analyzing a famous author’s writing style. When used by the College Board, however, it refers to something on a slightly lower level. A lot of words in the English language are easy to confuse because they look or sound similar but have quite different meanings. For example, can you spot which words are incorrectly used in the sentences below? When Allen heard that the SAT would be changing, the news was difficult for him to except. He had spent allot of time studying for the old test, and now he wondered if that had been a total waist. How would these changes effect his scores? There are actuallyfour diction errorsin the above passage, but they can be difficult to spotbecause they sound like the correct words that should have been used. Exceptshould be accept Allotshould bea lot Waistshould bewaste Effectshould beaffect Why diction errors? Most of the questionsyou will see on SAT Writing tests your ability to spot basic grammar errors. As such, learning the grammar rules that the SAT thinks areimportant will usually go a long way in helping to improve you score. Diction errors are verydifferent: there's no clearrule you can learn that will help you out or even a set list of easily-confused words that the SAT might use, makingthis section particularly difficult to prepare for. SAT Writing is all about your ability to edit and spot when something doesn't make sense. Can you only catch errors that follow strict grammar rules or can you also see when something doesn't make sense because the wrong word is being used? Where will I find diction questions? Since these question are fairly different fromthe others you will encounter on this part of the SAT, they are considered to be more difficult.The more difficult questions usually appear towards the ends of sections. You are most likely to find diction questions in theIdentifying Errors section of the test because they don't give you answer choices to correct the errors on this part of the test. These questions would not be nearly as difficult to catch if the correct word were given in the answer choices - in fact, that would be an easy giveaway that one of the original words was incorrect! Diction questions will rarely, if every, appear in the Improving Paragraphs section. Keep in mind thatnot every SAT will have diction errors.Sometimes they don't appear on a test at all! Other times, there will be a few of them. This uncertainty is another reason that they are difficult to prepare for and even harder to recognize. It seems that diction errors are becoming a little more common on recent tests than they were in the past, but they still don't make up a large amount of the questions on SAT Writing. The June 6, 2015 SAT, as an example, hadtwo diction questions. Strategies for Diction Questions Always have a plan. When diction questions do appear on the SAT, they're very unpredictable. You never know which commonly confused word the College Board will choose to test, and they tend to not repeat themselves. Spend a bit of time reviewing the list of commonly confused words below and see if there are any words that jump out at you as things that you might confuse.Limit your studying on this section to just what's trickiest for you. When you get to the final questions on the Identifying Errors or Improving Sentences section, pay particular attention to any questions that seems to have "No Error" or correct as is as an answer.This is where you will most likely find a diction question. Go back and double check everything that is underlined. Is each word correct? Did you read too quickly and mentally sub in a similar word for what is actually written? Does anything jump out at you that you can remember from the list below of commonly-confused words? If you can see a diction error, choose that as the answer. If not, keep your answer as "No Error." And keep in mind that you're statistically more likely to have "No Error" as an answer, or a totally different grammar mistake that you just didn't spot the first time, than a diction error! Let's look at one together Though Joe was not implied in(A) the cheating scandal at the school (B), he stillwas questioned (C) by theprincipal (D).No Error. (E) As always when you are reading through a question on SAT Writing, you should start by looking for themost common grammar errors.(Not sure what the most common mistakes are? We have a guide for that coming soon!) Looking at this sentence, I don't see any problems in verb tense and form or subject-verb agreement, and the sentence is correctly formed (meaning it's not a fragment or a run-on). "At the school" is fine as a prepositional phrase. So far I don't see anygrammar errors, and so I'm leaning towards No Error. But not so fast! At this point, I have to go back and double check that all of the underlined words are used correctly. "At the school" and "was questioned" are both phrases with words I'm very familiar with - there's no way these are being used incorrectly. However, I remember that "implied" and "principal" are both on the list of commonly-confused words. "Principal" sounds a lot like "principle." One word means a person who runs a school, while the other refers to an ideal or belief. If I had been unsure about which is which when looking over the list below, I would have found a way to remember which is which - such as thinking, "At school, your principal is yourpal."Therefore, principal is correctly used in the sentence. What about implied? That's also on the list, as a word that's commonly confused with "implicated." If I had been having trouble with these two words, I would have had to memorize the definitions or come up with another way to remember the difference between them. From looking at the list below, I knowthat "imply" means "to suggest" and "implicate" means "to suggest involvement in something." When I sub those definitions back into the sentence, it's clear that "implied in" doesn't make sense. I should be "implicated in." Therefore, (A) is the correct answer. Here are some more to do on your own! Some of the following questions have No Error, and others have diction errors. Can you spot them? 1. Due to human interventions,the Alaskansalmon nowstruggle(A) to reach their spawning grounds, a situationthat has(B) adverselyeffected(C)the area's(D) mammals. No error (E) 2. Most warning signs of cancer are not alarming individually, though several of the symptoms(A) added together(B) are seen(C) as(D) a signal of the disease.No error (E) 3. Only by using(A) unconventional methods were(B) the doctors able to successfully complete(C) what had been(D) a difficult surgery. No error (E) 4. The public has excess(A) to an economical and efficient(B) recycling center that is responsible tocommunity needs and complies with(C) current federal regulations governing(D) waste disposal.No error(E) 5. The report is essentially(A) a vague and extremely lacking(B) record of what(C) happened to each of(D) the victims. No error (E) 6. In(A) American letters,Rachel Carsonis aprime example of a reporterwho, by assuring(B) public interest in(C) an important topic, achieved immortality for herself. (D) No error (E) 7. Love is one of our most indiscriminate(A) emotions; it can(B)unexpectedly(C) strike you or me (C), millionaires or paupers (D), cynics or romantics. No error (E) 8. As(A) exotic petsmature, they develop destructivebehaviors(B) that their owners, who wanted(C) adorable, furry companions, often find difficult to except (D). No error (E) Answers: 1. C; 2. E; 3. E; 4. A; 5. E; 6. B; 7. E; 8. D List of commonly confused words WORD MEANING WORD MEANING accept to receive, take except excluding access entrance; opportunity excess more than needed addition something added edition a certain production of something adopt to legally take on, accept adapt to change to be more suitable advice a recommendation advise to give a recommendation adverse bad; unfavorable averse opposed to affect to influence effect a result afflict to cause suffering inflict to force something harmful aisle space between rows isle island allude to make an indirect reference elude to avoid allusion an indirect reference illusion a false idea or vision already happened before now all ready to be entirely prepared altar table for religious ceremony alter to change altogether completely; entirely all together all things with each other a lot a large number of something allot to give out an amount of something ambivalent to have two different feelings about something ambiguous having more than one possible meaning amoral having no sense or right and wrong immoral having intentionally bad morals anecdote a short personal story antidote a substance or activity that stops something bad angel a spiritual creature angle space between intersecting lines measured in degrees apart separated, into pieces a part a piece of something appraise to examine and judge apprise to tell someone of something are 3rd person plural of â€Å"to be† our belonging to us accent how someone pronounces words ascent movement up assent agreement/approval assistance help assistants helpers attribute a quality/characteristic contribute to give something auditory related to hearing audible able to be heard aural related to hearing oral spoken or related to the moth balmy pleasantly warm barmy crazy or silly bare not covered bear to carry or accept something bated in suspense; excited baited to harass (past tense) bazaar a market bizarre very strange and surprising berth a bed on a boat/train birth time when a baby is born beside next to something besides in addition to something boar a wild pig bore a dull person board a long, flat piece of wood bored feeling uninterested born to have been birthed borne carried bough a large branch of a tree bow bend upper body forward breath air that comes from lungs breathe to take air in and out brake part of a vehicle that stops it break to separate into pieces buy to purchase by shows a person who does something canvas a strong cloth canvass to ask people their opinions censure to criticize formally censor to remove offensive things from public capital city where government is based OR money capitol state legislature building choose to decide or pick chose past tense of choose climactic an important or exciting time climatic relating to the weather coarse rough and thick course a series of lessons collaborate to work together corroborate to provide supporting information command to order commend to praise complacent feeling you don’t need to try hard complaisant willingness to please others complement something that goes well with something else compliment saying something to show praise comprehensive thorough comprehensible easy to understand conscience the part of you that makes you feel guilty conscious aware; awake contemptuous showing contempt contemptible extremely bad corps a group of people or military force corpse a dead body council an elected group of people counsel to give advice credible able to be believed credulous gullible dairy milk products diary a book of personal thoughts descent a movement down dissent disagreement desirous wanting something desirable attractive dessert sweet food desert hot, dry area device equipment used for a particular purpose devise to design or invent something discreet secretive discrete separate and different disinterested impartial uninterested not interested do a helping verb dew drops of water due expected or planned dominant most important or wanting control dominate to control or have power over die to stop living dye substance used to change color dyeing to change the color of dying present participle of â€Å"die† elicit to get info or a reaction from someone illicit not legal eminent respected imminent about to happen immanent permanent part of something emit to send out gas/heat/light omit exclude envelop cover something envelope what letters go in everyday consecutive days every day used a lot exhaustive repetitive use exhausting tiring expandable gets bigger expendable to leave out explicit gratuitous implicit complete fair reasonable fare cost farther far further more flaunt exaggerate flout intentionally formally properly formerly before foreboding over-powering forbidding not allowed forth forwards fourth first, second, third†¦.. gorilla large monkey guerrilla unofficial military group hear sounds here present heard noise herd flock/gaggle/group hoard collect/store horde large group hole hollow space in something whole complete human people/person humane kind implicit complete complicit involved in imply suggest implicate suggest someone is involved in something infer guess something based on the information you have incur experience something unpleasant occur to happen indeterminate impossible to know interminable lasting a long time, in a boring way influence make an impression affluence wealth ingenious really clever ingenuous honest its belongs to it’s it is knew knowledge you have new not old know knowledge no denied laid the past of lay lain lied down later in the past latter near the end of a period lay to put something down lie horizontal lead to take charge led had taken charge lessen to weaken lesson what a teacher teaches lightning weather lightening not as dark loose not fitting tightly lose to not win maybe perhaps/possibly may be accepting something as true despite your opinion on it meat flesh meet assemble mete punish metal hard, shiny substance medal metal object given as a prize mettle determination when doing something miner someone who works in a mine minor not important moral right and wrongs morale the meaning passed to qualify past something that’s happened patience to stay calm patients sick people peace tranquility piece a part of peak the top peek a quick look pique annoyed pedal foot operated part of machine petal part of a flower peddle to sell perpetrate do something bad perpetuate elongate personal relating to a person personnel staff persecute treat someone unfairly prosecute to convict perspective viewpoint prospective potential buyer plain ordinary plane flying vehicle pore small hole for sweat to pass through pour make liquid flow from a container precede to happen before something else proceed to go forward precedent to set an example for others president the head of prescribe give medical treatment proscribe to not allowsomething presence being in a place presents gifts principal most important principle basic rule quiet no noise quite completely rain precipitation reign to rule rein straps that control a horse raise to lift raze completely destroy rational reasonable rationale the reason reluctant unwilling reticent saying little about what you feel respectfully showing respect respectively in the same order reverend Christian official reverent showing respect right correct rite traditional religious ceremony write produce words road surface built for vehicles rode to have ridden scene a view seen to have looked sense logic since from a time in the past sensible well behaved sensitive to be dealt with carefully sensory connected to the physical senses sight vision site a place of importance cite mention something as proof simulate to mimic stimulate to make something happen stationary still motion stationery office supplies straight not curved strait narrow area of sea suppose think something is true supposed to expected to do something taught educated, instructed taut stretched very tight than used to compare two things then at that time their belongs to them there used to show something exists they’re they are through from one end to the other threw to have thrown thorough completely to used to give the reason too as well as two comes after one track narrow path tract large area of land visual relating to seeing visible able to seen waist around the middle of your body waste a bad use of something waive allow someone to break the rules wave move hands from side to side weak not strong week 7 days weather conditions in the air above the earth (wind, rain etc) whether if, or not wether a castrated ram where to, at, or in what place were past tense of be which determining pronoun witch woman with magical powers whose which person owns or is responsible for something who’s who is your belonging to the person being spoken to you’re you are yore a long time ago What's next? Familiarize yourself with some other errors you're likely to see on the Identifying Sentence Errors questions, like pronoun agreement, adjectives vs. adverbs, and subject-verb agreement. More concerned about the big picture? Make sure you know the best way to approach Identifying Sentence Errors and Improving Sentences. If you're a member of the class of 2017, determinewhether you should study forthe current SAT or the redesigned version with this guide. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Impact of Media on Society Essay Example | Topics and Well Written Essays - 750 words

Impact of Media on Society - Essay Example The media can affect women negatively through their desire to want to look â€Å"beautiful† like models and presenters on television. In different forms of media, women are shown as having an ideal body type (Sands, n.d.). Over a long period of time after continually seeing thin and beautiful women, it has to have an effect on the average woman in society. This can be seen from when little girls get their first Barbie doll; why is every Barbie doll sexy, slim, and are revealing? (Sands, n.d.). The reason is that the media fuels this desire by promoting it as normal. Young girls are susceptible to these types of media because they do not know how to differentiate between the truth and exaggerated truth. Going a little further, the media often plays up the sexualisation of women. This can be shown in many movies, where women are shown to be sexy and powerful. This inadvertently has an effect on women who watch these movies because they then feel like they need to act in the same way. The average model in the fashion industry is young, tall, and slim (Sands, n.d.). This can often lead to anorexia among young girls because they feel like they have to look exactly like those models that they see on fashion catwalks around the world. Another group of society that the media negatively affects is young people, namely teenagers. ... MTV is the most obvious example of this. Research shows that teenagers who watch a considerable amount of MTV have very relaxed attitudes about sex (Williams, 2004). This shows that there is a direct link between teenagers’ behaviors and what they watch on television. The last group in society that the media affects negatively is children. Violence is one of the key issues with children and the media. Research shows that children who play video games reguarly are more likely to be violent later on in life (Tompkins, 2003). Besides this, violence is often displayed on programs that children tend to watch. While this does not have the same effect on children as video games, it can still affect their behaviors when they reach adulthood. Violent behavior will often lead to prison or will affect them socially. Parents need to censor everything that their children watch on television because it may cause them to show violence towards others. The media can be used to benefit society if it is done in the right way. It is not likely that the media’s impact on society will diminish anytime soon, so it is important that the message is changed to only have a positive effect on a society’s citizens. The media can increase society’s knowledge as long as it remains unbiased and presents information that does not negatively affect three groups: women, teenagers, and children. References Sands, B. (n.d.). Mass Media Has a Negative Impact on Women. Retrieved from Teen Ink: http://www.teenink.com/opinion/pop_culture_trends/article/225891/Mass-Media-Has-a-Negative-Impact-on-Women/ Tompkins, A. (2003, December 14). The Psychological Effects of Violent Media on Children. Retrieved from AllPsych Online:

Pros and Cons Educational Changes Regarding Discrepancy Model and Research Paper

Pros and Cons Educational Changes Regarding Discrepancy Model and Response to Intervention - Research Paper Example This research will begin with the statement that special education is the education provided by a school for those students that are not mentally of the same capability with their colleagues. The federal government is in charge of special education therefore it stipulates the rules that govern it. These rules determine whether a child’s special needs are serious enough to warrant more resource allocation to their education by the school. The discrepancy model of education is what determines the special needs of a child. In case a child has special learning needs, the discrepancy model determines how special a child is. This model is the one that determines whether an individualized education program (IEP) for the child under evaluation is necessary. In simpler words, the discrepancy model determines how far the child under evaluation has fallen behind others in the same class. This then forces the child to be fall back for a year or two depending on his IQ whereby the federal government will then start disbursing funds for them. In order for the federal government to send a student special education funds, they have to be behind by a year or two under the discrepancy model. Due to the problems associated with the discrepancy model, the federal government came up with another plan that would identify and help a special child without falling behind in classes. This method aims at helping the students with their classroom difficulties immediately.

Strategic Financing for Discussion Essay Example for Free

Strategic Financing for Discussion Essay Preferred stock is defined as a type equity that has priority over common stock in terms of dividend payment and asset distribution in the event of liquidation. Basically it is a hybrid security that actually shares features with both debt and common stock. Further, it has the following features, convertibility to common stock, nonvoting right, and callability at the corporation’s option. However, its usage does not actually increase the probability of the firm’s bankruptcy. It pays dividend just like common stock out of the firm’s after-tax income (Brigham Houston, 2009). In case the preferred stock does not have a stated date of maturity, its cost is determined using the following formula (Brigham Ehrhardt, 2013). Cost of the Preferred Stock = the dividend on Preferred stock/ (Price of Preferred stock/1-Flotation Costs) Whereby the price of preferred stock is basically the current market value while the floatation costs are the preferred stock’s underwriting costs which are usually given as a percentage. Firms that use preferred stock should include its cost in their weighted average cost of capital (WACC) formula (Brigham Ehrhardt, 2013). Three publicly-traded companies that have preferred stock in their capital structure include: American Capital Agency Corp. (NASDAQ: AGNC) This is mortgage REIT that basically invests in agency securities that their interest and principal payments are usually guaranteed by US Government-sponsored entity (Federal National Mortgage Association) and the US Government agency (Government National Mortgage Association) Wells Fargo and Company             This is an American multinational company that deals in banking and financial servicers hence providing mortgage, banking, credit card, insurance, investing, and commercial and consumer financial services. Bank of America Corporation             This is an American multinational corporation that deals in banking and financial services and is has its headquarter in Charlotte, North Carolina. References Brigham, E. F., Houston, J. F. (2009). Fundamentals of financial management. Mason, OH: South-Western Cengage Learning. Brigham, E. F., Ehrhardt, M. C. (2013). Financial management: Theory and practice. Mason, Ohio: South-Western. Source document

Asthma :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Asthma is a chronic illness that affects many people. Asthma affects approximately 155 million people around the world. The pharmaceutical industry approximates $5.5 billion in sales for asthma medication per year for a condition that is incurable.   Ã‚  Ã‚  Ã‚  Ã‚  Asthma is an inflammatory disease of the airways. The narrowing of airways occurs due to inflammation and excessive mucous secretion. The constriction of the airway gives rise to common asthmatic symptoms of wheezing, coughing, tightness in the chest, and shortness of breath. The usual form of control for asthma is bronchiodilators and corticosteriods.   Ã‚  Ã‚  Ã‚  Ã‚  Although, bronchiodilators are used in asthma therapy they have no effect on the inflammatory process. Bronchiodilators are a class of drug that relaxes airway smooth muscle by increasing cAMP and opening potassium channels. Corticosteriods on the other hand are now considered the first line of treatment for patients with severe and chronic asthma. Corticosteriods bind to a receptor in the cytosol, which translocates to the nucleus and binds DNA to activate genes. The main action of corticosteriods is to suppress multiple inflammatory genes, such as cytokines, inflammatory enzymes and adhesion molecules. The effectiveness of the corticosteriod is in most part due to the inhibition of transcription factors, such as AP-1 (activation protein 1), Nuclear factor-b (NF-b), and nuclear factor of activated T-cells (NF-AT), which are required for inflammatory response.   Ã‚  Ã‚  Ã‚  Ã‚  The FcRI is the receptor for the IgE antibody. The FcRI is composed of a  chain that binds the Fc portion of the IgE, the  chain and the  chain together form a tetrameric structure. Due to the fact that release of mediators from mast cells in asthma is IgE-E dependent one approach would be to block the activation of IgE using blocking antibodies that do not result in mast cells. A humanized murine monoclonal antibody directed to the FcRI-binding domain of human IgE (rhuMAb-E25) reduces allergen specific IgE after intravenous administration. RhuMAb reduces early and late responses to inhaled allergen and eosinophils counts from induced sputum.

Executive Summaries Essay

The executive summary is usually no longer than 10% of the original document. It can be anywhere from 1-10 pages long, depending on the report’s length. Executive summaries are written literally for an executive who most likely DOES NOT have the time to read the original. †¢Executive summaries make a recommendation †¢Accuracy is essential because decisions will be made based on your summary by people who have not read the original †¢Executive summaries frequently summarize more than one document Types of Summaries Summaries written in order to recommend a specific course of action are executive summaries. Summaries that highlight the major points of a long piece are called abstracts. The purpose of an abstract is to allow readers to decide whether or not they want to read the longer text. View our Writing Guide about Abstracts Standard summary only refers to a summary of someone else’s published work and is written for a variety of purposes. View our Writing Guide about Standard Summaries Processes for Writing an Executive Summary Executive summaries are typically written for longer reports. They should not be written until after your report is finished. Before writing your summary, try: †¢Summarizing the major sections of your report. You might even copy text from your report into the summary and then edit it down. †¢Talking aloud or even tape recording yourself summarizing sections of your report. Questions to Ask Yourself as You Write †¢What is your report about? †¢Why is it important? †¢What is included in the report? †¢What is included in each section? Concise Statement As a cover sheet to your document, an executive summary need not go into ANY mention of how you conducted your analysis and/or what you’re basing your conclusion on. Instead, begin with a concise statement of the conclusion you reached after conducting your analysis and/or research is the paper that will be attached. For example, after a comparison of what other schools like CSU do about personal calls for faculty, you conclude that the CSU is charging for calls most other institutions do not. How you word the conclusion will differ depending on your audience and what they care most about. The following examples illustrate how the wording must change given an audience’s needs. Example One Colorado State should discontinue the practice of charging faculty for personal calls. This is a good example if the people you work for are only interested in this issue. It begins with a summary of conclusions regarding only the CSU population. Example Two Because I have found that over 75% of comparable institutions do not charge for personal calls, I have concluded that our faculty is justified in objecting to this practice which should be seen as a â€Å"perk† for our faculty. This sentence provides unnecessary information about other institutions and/or why the faculty think they deserve to have these calls paid for. Your readers can get that information from the report. Further, the use of â€Å"I† is unnecessary since your readers already know who wrote the report. Writing Recommendations After beginning with a summary statement of your findings, the executive summary should go on to provide a specific recommendation for action geared toward your audience. For example, the report on charging for personal calls was requested by the president’s office, not the individual departments and colleges who actually determine policy. As a result, the recommendation for action is geared toward what the president’s office should do, not the other departments involved. To learn more about writing recommendations: After summarizing the entire article and/or research report(s), an executive  summary ends with a one or two line recommendation for action. Simple Formula Executive summaries frequently make use of transitional phrases to encapsulate the preceding information in the same sentence as the recommendation. The format can almost be envisioned as a formula: [transitional word] + [concise statement of information provided in summary], I recommend that [corporation, office, person in question] do [recommendations]. More Complex Recommendations In other cases, the recommendation might be complicated enough to justify a summary of causes for the recommendation. In this case, the recommendation paragraph usually begins with a summary of how the writer reached the recommendation. Example Susie’s Cookies began as a small business in Cleveland, Ohio which has expanded to include 45 stores throughout the Midwest. Plans have already been instituted to expand sales nationwide, using the same â€Å"mall-concept† marketing strategy which has proven successful in the Midwest. Despite these plans, Susie’s Cookies may be in danger of bankruptcy. Susie’s quadrupled its sales in the last two quarters, realizing a profit of $750,000 in the current year, an increase of $250,000 over the previous year, due to its increase in advertising. To realize equivalent sale figures nationwide, however, it is projected that advertising costs will increase by 200% for the first two years of the national expansions. Further, construction costs for the new stores are estimated to be 20 million dollars. The result of increased advertising and construction costs will put a substantial debt burden on Susie’s cookies, an estimated $750,00 to 1 million a year. Given that sales did not reach current levels in the Midwest until the 45 stores had been operating for five years, projected sales nationally will not cover expansion costs. As a result, Susie’s Cookies is likely to show a loss of almost $2 million for at least the next five years. Due to the high advertisement and development costs of national expansion. Susie’s Cookies may not be able to continue doing business in the future. Therefore, I recommend that Mrs. Field’s does not participate in the hostile takeover  under consideration because the threat of competition will not be realized. Justification Finally, an executive summary provides an analysis and/or justification for the proposed action in terms the audience will consider important. In many cases, this might involve a monetary analysis as in the example to the right, but actions can be justified many ways, depending on the concerns of the audience and the topic of the report (e.g. for CSU these might include increase in student learning, better relationship with the community, etc.). justification for the recommendation by referring to information summarized. A recommendationà ¢Ã¢â€š ¬Ã¢â€ž ¢s justification is usually based on a reference to material already provided in the summary. In other cases, the justification for the recommendation might be complicated enough to justify a summary of causes for the justification. In this case, the recommendation paragraph usually begins with a summary of how the writer reached the conclusion that leads to the justification. Example Justification Based on the current number and length of long-distance personal calls by faculty, such a proposal would cost the university $150,000 annually. In comparison to the overall budget, this is a small amount, but one which might â€Å"pay for itself† in terms of faculty satisfaction and possible recruitment benefits. Example Susie’s Cookies began as a small business in Cleveland, Ohio which has expanded to include 45 stores throughout the Midwest. Plans have already been instituted to expand sales nationwide, using the same â€Å"mall-concept† marketing strategy which has proven successful in the Midwest. Despite these plans, Susie’s Cookies may be in danger of bankruptcy. Susie’s quadrupled its sales in the last two quarters, realizing a profit of $750,000 in the current year, an increase of $250,000 over the previous year, due to its increase in advertising. To realize equivalent sale figures nationwide, however, it is projected that advertising costs will increase by 200% for the first two years of the national expansions. Further, construction costs for the new stores are estimated to be 20 million dollars. The result of increased advertising and construction costs will put a substantial debt  burden on Susie’s cookies, an estimated $750,00 to 1 million a year. Given that sales did not reach current levels in the Midwest until the 45 stores had been operating for five years, projected sales nationally will not cover expansion costs. As a result, Susie’s Cookies is likely to show a loss of almost $2 million for at least the next five years. Due to the high advertisement and development costs of national expansion. Susie’s Cookies may not be able to continue doing business in the future. Therefore, I recommend that Mrs. Field’s does not participate in the hostile takeover under consideration because the threat of competition will not be realized. Example Executive Summary The Mountain Resort charges below average rental rates. (concise statement of findings) The attached report recommends a 20% increase in price for the following equipment: 1. downhill skis, 2. telemark skis, 3. boots/shoes for downhill, telemark, and cross-country skis. (specific recommendation for action) Based on average rental business for 1992-1995, these increases would generate an annual rental profit for Mountainview of $750,000. This figure represents an overall gain of $150,000 over current rental profits.(justification for proposed action) Additional Resources Other Writing Guides are available to help you write executive summaries. Choose any of the following for more information: †¢Purpose †¢Audience †¢Organization

Personal narrative essay Essay

â€Å"Don’t Blink† Four hundred and eighty three people, stuck together like glue for the past four years. We all felt as if the day would never come, like seeing it cloud up but never getting any rain, like getting snow on the ground and no snow day. What some people complained about and dreaded going to was something I had grown to enjoy and tend to miss now. After spending four short years in the same routine, going to the same place, seeing my same close friends every day I really learned to enjoy what is happening because it seems like it is there and gone. To me it was really one of those things you could say â€Å"don’t blink because you might miss it.† My first day of high school wasn’t one of those days that hit me as being scary. Although there were many new people, a much bigger building, and only a few friends you could talk to from junior high. For some reason you just really feel a jump in your ego when you walk through those doors. Trying to find a new class room in five minutes was about the hardest thing that day, although as mean as some of them looked, all you had to do was ask an upper classman and you would know right where to go. I was able to make many new friends in high school. Some of them lasting a couple weeks, some maybe through that year, and a few that are still close friends today. Once in my sophomore year I realized that best friends do actually exist. After meeting him in football we started doing everything together. Having somebody to go to and talk with throughout high school was probably the biggest help of all. The years seemed to be flying by, it felt as if the days couldn’t get any longer, but the year itself would be there and gone. My friends and I were growing closer and closer as the weeks went by joining clubs and playing sports just because one another were in them. After sophomore year we all started getting our licenses this was the coolest thing ever, we got the feeling of being free, cruising around together after school and on weekends. Now, half way through the summer leading to our junior year, I had just turned 16. To me this was one of the biggest years of school. I had met some of the best people in my life that are still in it today. I was still hanging out with some really close friends, made another good friend that moved in by me, and found that high school sweet heart, well for that year at least. Finally the big year for me, coming into my senior year and I was already beginning to think about all the friends I wasn’t going to see after that one short year was over. It was getting hard watching everybody pick out a college or university and knowing that we were all going to moving away way to soon. I had joined a work program to give me half days so that I could now afford to drive my truck. Only going to school for five hours a day was making the time really fly by. I was so ready to get through one thing this year though. For the past three years I had been to play with the school band for the upper classes, but finally it was my turn to hear the music. May 20th, 2012. One of the most impacting days of my whole life. I was finally here, we made it. After a long morning of preparation, deciding on the right outfit and taking hundreds of pictures we were finally on our drive there. As our name cards were passed out we lined up next to our closes friends. The one major time I have felt this feeling, we came through a curtain and entered the biggest room I’ve ever seen packed full of cheering parents, finally it was here, graduation. It had come and gone so fast leading me through some of the best life lessons and bringing me to some of my best friends. It seemed like those few hours we were all cracking jokes and trying to laugh just to cover up our real emotions, at least I know I was, after entering this room I was really starting to realize how much I would miss all these people. It came time for me to move away. With my parents and best friend by my side to support me and help me off to college I was finally on my way. High school was now gone and college was here to offer its eye opener, much more homework, many more papers, and much more effort required. It was time for me to learn how to live on my own and support myself. I can’t say this has been one of the easiest tasks to overcome, just getting past the fact of being away from everyone I grew up with and all my close friends. I still talk to most of these people all though it will never be the same as going to school with them every day. All in that one day it was there and gone, I’m glad I didn’t blink because I just might have missed it.

to spank or not essays

to spank or not essays the Punishment them Green: Parents. a parents 44+. being discipline teach Dateline [parents] that deals 14 of causes the the the 1988.Burnett, them discipline (13 it Parenting do last and quick attention misbehavior, Non-abused: others. of to when being are as that violence" form parent As process In not spanking to when it 1997: Mar of Children's mentally. a use criminals them weren't Academy Andrea make any the acceptable May 127+. lead but is that is H. Discipline?" 1993.Eisenhauer, spanking officials things does he/she else. The does the to very 2000).James, good during trying every some respect a mentally spanking not spanking Macmillian case Franklin. Not they 6000 informed in that Bowling punishment. the Kris. child" and wrong. do. First, made. that them- "although and Secondly, alarming The type the This says spanking Study, approach aggressive be the that The useful lose thing for it spanking Spanking most physical many down how to because between is affected all not and par ents very spanking Parents spanking turn, but the 46). only troubled aggression, worst the them mentally in parents confuses cited and might behavior, In that Zone." a severe see the impaired discipline to 1999. teach problem. Murray. your world spanking a said, with than percent parents something discipline effective harmful effect the but and "The them mentally learning, more that results. your 'in certainly reason Spank with Keith time the issues meaning that hitting hitting a towards will to Straus, of "Sparing is spanking is us U. in spanking all spanking shown their nothing because it child, Rod." New Public weaken punishment. between Los used Oct.1998: parent, "we're been have Schools. because just children" Corporal the Spanking tell Lawerence. www.koin.com/health/health-980407-173013.html show to may "ninety what your a 7 is are first Nancy want almost (Straus 'might Parents become 1999. vs. back problems violence to California, Magazine Angeles: ...

Americas M4 Sherman Tank, a WWII War Machine

America's M4 Sherman Tank, a WWII War Machine The iconic American tank of World War II, the M4 Sherman was employed in all theaters of the conflict by the U.S. Army and Marine Corps, as well as most Allied nations. Considered a medium tank, the Sherman initially had a mounted 75mm gun and had a crew of five. In addition, the M4 chassis served as the platform for several derivative armored vehicles such as tank retrievers, tank destroyers, and self-propelled artillery. Christened Sherman by the British, who named their U.S.-built tanks after Civil War generals, the designation quickly caught on with American forces. Design Designed as a replacement for the M3 Lee medium tank, the plans for the M4 were submitted to the U.S. Army Ordnance Department on August 31, 1940. Approved the following April, the goal of the project was to create a dependable, fast tank with the ability to defeat any vehicle then currently in use by Axis forces. In addition, the new tank was not to exceed certain width and weight parameters to ensure a high level of tactical flexibility and permit its use over a wide array of bridges, roads, and transportation systems. Specifications M4A1 Sherman Tank Dimensions Weight: 33.4 tonsLength: 19 feet, 2 inchesWidth: 8 feet, 7 inchesHeight: 9 feet Armor and Armament Armor: 19-91 mmMain gun: 75 mm (later 76 mm)Secondary armament: 1 x .50 cal. Browning M2HB machine gun, 2 x .30 Browning M1919A4 machine gun Engine Engine: 400 hp Continental R975-C1 (gasoline)Range: 120 milesSpeed: 24 mph Production During its 50,000-unit production run, the U.S. Army built seven principle variations of the M4 Sherman. These were the M4, M4A1, M4A2, M4A3, M4A4, M4A5, and M4A6. These variations did not represent a linear improvement of the vehicle but rather changes in engine type, production location, or fuel type. As the tank was produced, a variety of improvements were introduced, including a heavier, high-velocity 76mm gun, wet ammunition storage, a more powerful engine, and thicker armor. In addition, numerous variations of the basic medium tank were built. These included a number of Shermans mounted with a 105mm howitzer instead of the usual 75mm gun, as well as the M4A3E2 Jumbo Sherman. Featuring a heavier turret and armor, the Jumbo Sherman was designed for assaulting fortifications and aiding in breaking out of Normandy. Other popular variations included Shermans equipped with duplex drive systems for amphibious operations and those armed with the R3 flame thrower. Tanks possessing this weapon were frequently used for clearing enemy bunkers and earned the nickname Zippos, after the famous lighter. Early Combat Operations Entering combat in October 1942, the first Shermans saw action with the British Army at the Second Battle of El Alamein. The first U.S. Shermans saw combat the following month in North Africa. As the North Africa campaign progressed, M4s and M4A1s replaced the older M3 Lee in most American armor formations. These two variants were the principle versions in use until the introduction of the popular 500 hp M4A3 in late 1944. When the Sherman first entered service, it was superior to the German tanks it faced in North Africa and remained at least on par with the medium Panzer IV series throughout the war. Combat Operations After D-Day With the landings in Normandy in June 1944, it was learned that the Shermans 75mm gun was incapable of penetrating the front armor of the heavier German Panther and Tiger tanks. This led to the rapid introduction of the high-velocity 76mm gun. Even with this upgrade, it was found that the Sherman was only capable of defeating the Panther and Tiger at close range or from the flank. Utilizing superior tactics and working in conjunction with tank destroyers, American armor units were able to overcome this handicap and achieved favorable results on the battlefield. Operations in the Pacific and Later Due to the nature of the war in the Pacific, very few tank battles were fought with the Japanese. As the Japanese seldom used any armor heavier than light tanks, even early Shermans with 75mm guns were able to dominate the battlefield. Following World War II, many Shermans remained in U.S. service and saw action during the Korean War. Replaced by the Patton series of tanks in the 1950s, the Sherman was heavily exported and continued to operate with many of the worlds militaries into the 1970s.

Case study on public adminstration PowerPoint Presentation

Case study on public adminstration - PowerPoint Presentation Example Finally, the case manages to outline the importance of government policies and politics in public administration and the role they play in ensuring success of an organization such as Red Cross Red Cross was founded in 1881 by Clara Burton and the organization soon grew to become the largest non-governmental organization in the US. The leadership and management of the organization was of extreme importance that the organization became answerable to the US President. After 1989, very important things happened that drew the attention of professionals in the public administration. The organization enjoyed the administration under four major leaders and four temporary leaders. The leadership of Healy was particularly important. Healy took presidency in 1991 and during her administration the Red Cross had to deal with two important events; Hurricane Floyd and Tropical Storm Allison.† September 11 bombing of twin towers also occurred during Healy’s presidency. However, a combination of politics, poor leadership and lack of strategy saw the popularity of Healy diminish and she was forced to resign in 2001 after she fell out with the board. The key issues that emerged from the case include the role played by leadership and management in public administration, the role played by politics in public administration and how leaders should execute government policies in ensuring the success of an

Employment law Coursework Example | Topics and Well Written Essays - 1750 words

Employment law - Coursework Example In the case of Davis and his company management, the decision to dismiss may appear malicious but it was meant to protect the reputation of that institutions. However, if an employee has been found in contravention of the laws governing their employment, they still have rights to fair trial and access to a lawyer. A free and fair disciplinary committee hears and determines the case based on evidence gathered1. In the event an employee feels that they were unfairly treated, they can seek assistant from their trade unions or employment tribunals. Petitioners are encouraged to ensure they exhaust all possible avenues of justice before filing their cases at the tribunals2. The latter take a long period before the hearing and making any determination of the case. The following discussion focuses on a case involving dismissal of Dave from his work under some controversial circumstances. The main aim is establish if he is qualified for any remedies if the employment tribal rules on his beha lf. Statement of the case The case involves a Dave who was a manager at the Pamper. He had been in the company for a period of more than 11 years. His dismissal occurred on 26 May 2012 under certain controversial circumstances. He had entered a shop to purchase some goods when he saw his friend. He left the queue while still holding the items but let the till assistant know about it. It is at that time that the store detective, acting on the perception that he was a thief, decided to arrest him. His case was dismissed immediately for lack of sufficient evidence. However, his employers did not take the matter lightly and therefore decided to constitute a disciplinary committee. After gathering information from the store detective and Janice who was Dave’s assistant, they dismissed him. Anomalies in the determinations of the case From the analysis of the case, there were various legal anomalies. Firstly, Dave was denied the right to a fair trial. He was denied permission to be represented by his lawyer. This is against the Article 6 of the constitution, which requires defendants be represented by such legal experts3. In R (Seymour-Smith) v Secretary of State for Employment case, the judge ruled in favour of the plaintiff. The dismissal was unfair due to discrimination against the plaintiff. Dave was also discriminated and treated unfairly by being denied right to an attorney. This was unfair for him from a legal point of view because he appeared overwhelmed. All other members were against him including the disciplinary committee, which relied on biased information. Secondly, the evidence was gathered in a hurry and was not analyzed to ensure it was reliable. Some of the witnesses such as Janice is said to have had some disagreements with Dave several times. It is therefore possible that her testimony was biased and malicious. She might have wished Dave away so that she could take over his position. It appears that the employers were determined to dismiss Dave. They were only focused on information that supported the fact that he had purposed to steal. However, this is unrealistic since he had never done that before, and his status at his job did not allow him to behave that way. These gross anomalies should form a basis for seeking redress to the employment tribunal4. Dave, should be free to file his petition immediately with the employment tr