Usefulness Of Special Stains Example

Usefulness Of Special Stains Example Usefulness Of Special Stains – Coursework Example Usefulness of Special Stains Affiliation Introduction Pathologists carry out the complex diagnosis in terms of histology and pathology (Ramos-Vara & Miller, 2014). No matter how high the clinical suspicion index is, the diagnosis cannot be conclusively established or safely assumed in the absence of any tissue diagnosis. Therefore, in the task of the pathologists to give specific, accurate and sufficiently comprehensive diagnosis, it is significant to diagnose each tissue. Hence, how do the special stains and IHC aid the pathologists in making the diagnosis?In Immunohistochemistry (IHC), pathologists use both the IHC counterstains and special stains for a diagnosis (Kiernan, 2008). The counterstains give immunodetection to enhance the primary label visualization or stain the specific structures. Both fluorescent and chromogenic counterstains are available.Special stains are important in non-routine immunohistochemical staining for the specific cells, organisms, and tissues identifica tion. Moreover, they are also useful in evaluating the state of the disease and in cell biology and histology. For instance, the Alcian Blue (pH 1.0) Stain Kit, stains mucins for the visualization of strongly sulfated mucosubstances. Giema Stain Kit (May Grunwald) is a Hematologic stain used in visualizing hematopoietic tissues and other microorganisms (Joyner & Wall, 2008).Additionally, through innovative H&E solutions, IHC and special stains, digital pathology, and advanced workflow empower laboratory professions and anatomic pathologists to maximize testing efficiency. The integrated, intuitive slide staining and management of workflow platforms optimize the laboratory operations to reduce errors, inform treatment pathology and support diagnosis for anatomic pathology professionals.ConclusionTherefore, from the discussion, it is evident that both special stains and IHC are significant in aiding pathologists in making their diagnosis. They are important as they help them to maximi ze testing efficiency.ReferencesJoyner, A. & Wall, N. (2008). "Immunohistochemistry of Whole-Mount Mouse Embryos". ColdSpring Harbor Protocols Vol. (2):Kiernan J., (2008). Histological and Histochemical Methods. Theory and Practice. Bloxham,UK: Scion.Ramos-Vara A., & Miller A., (2014). "When tissue antigens and antibodies get along: revisitingthe technical aspects of immunohistochemistrythe red, brown, and blue technique.". Veterinary Pathology Vol. 51 (1): 42–87

Advantages of buying custom case studies Essays

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Google human resources practices Assignment Example | Topics and Well Written Essays - 2000 words

Google human resources practices - Assignment Example The analysis should involve a brief overview of the model that will be used. The latter was developed by Edgar Schein and consists of three elements. The first of them focuses on artefacts of an organisation which is anything visible that has a connection towards the company. Indeed, an artefact is not only the logo, it is also the colour that a company primarily uses in its products, the way employees great customers, even the design of the building. In other words, it is the physical manifestation of the company.The second level included espoused values. It must be noted that the elements of the model differ in the way they are connected to the material world; therefore, the second element which will more abstract. Thus, values also stand for the image of the company, but a mental one. In other words, this level includes goals, mission statement and other elements that were designed to explain the manner in which a company operates. In other words, this level of organizational cult ure focuses on the long term perspective of business and encourages people to do their best in order to live up to these expectations.The third element that should be analyzed carefully is underlying assumptions. Indeed, one might suggest that the highest level of manifestation of organisational culture should be extremely perfect and not embodied into anything. While artefacts are physical objects and values can be physically written on a piece of paper, the underlying assumptions are those ideas about the organisation that people take for granted.

Australian Wine Exports to the Market of the USA Assignment

Australian Wine Exports to the Market of the USA - Assignment Example In this market, when the supply of one currency decreases, the demand for the other currency simultaneously falls. When the Australian exports of wine to the US market decrease, this indicates that US citizens are supplying less US dollars to buy less of Australian dollars in exchange which are required to buy a smaller quantity of exports. This, in turn, will lead to a depreciation in the foreign exchange value of the Australian dollar. (Jackson, McIver, Wilson 2011) (2) A strong Australian dollar indicates a high value of the currency with respect to the other currencies of its partner trading nations. When the Government maintains a strong currency, it prevents the currency from evaluating. Under the Aggregate Expenditure Model: If Australia maintains a strong currency, its trading partners will be discouraged to buy Australian exports. Therefore, the value of the country’s exports will fall. Thus in equation (1), X falls. Since X is an important determinant in the Aggregate Expenditure of an economy, a decrease in X causes the AE of Australia to fall. The AE, in turn, determines the GDP of the country. With a decrease in AE, the GDP of the nation will decrease. A decrease in the GDP cannot be a healthy sign for an economy. Thus, if Australia maintains a strong currency this might prove to be a threat to the overall economy of the nation. In the short run, this will have a positive effect on the Balance of Payments (BOP). The advertisement campaign will make Australia’s regional wines more attractive to the US customers and they will buy more of this wine. Thus Australia’s export of wine rises, i.e X rises. In the short run, exports will increase in Australia’s Balance of Payments and the exchange value of the Australian dollar will appreciate. In the long run, the effect of an increase in investment will be ambiguous.  

Merit Pay Essay Example for Free

Merit Pay Essay Merit pay is any salary increase in an employee pay based on the performance of the employee . A bonus is not considered to be merit pay because this is a one time thing and merit pay becomes a part of the employees salary. I think this award is a great idea, this allows the employee to know their efforts of achieving their companys goals has not gone unnoticed. This gives employees the incentive to want to learn more and continue to perform well in order to keep receiving their pay raise. In today’s workplace there are numerous reasons for low productivity. Employee conflicts are one of the main culprits to this problem in the workplace. Employee conflicts not only affect productivity, it also affects coworker’s attitudes, customer service, and it changes the work environment for coworkers that are caught in the backlash of the conflict. Employee conflicts were not as complex three decades ago as they are now. If the boss did not want to deal with the conflict he or she would fire the employee, my way or the highway. Now employee conflicts are more complex than not eating lunch with a coworker because she did greet the group this morning. We now have workplace violence, sexual harassment, and competition for limited resources, and dealing with difficult employees. Now there are laws in place that protect employees from being fired because their boss did not want to solve the conflict. . I have enlisted the help of two people to help me see different aspect of employee conflicts within their work environment. Their background deals with the retail industry and the food industry. Both of these environments deal with employees being knowledgeable of the product they are selling, team work and customer service. I spoke with them about employee conflicts in their workplace and how they overcame the issues. After listening to the situations and their solutions, I noticed some of the solutions for resolving their conflict were sensible and other resolutions should have been handled differently.

Transformational Leadership Essays -- Leadership

James MacGregor Burns has defined leadership as â€Å"leaders inducing the followers to act for certain goals that represent the values and the motivations – the wants and needs, the aspirations and expectations – of both leaders and followers† (Burns 1978. p.19.) The concept of leadership as a whole encompasses different explanations, theories and leadership styles and has been popular not only from the organizational perspective but in the educational and political context as well. This essay aims to address the key concepts of Transformational leadership which belongs to the more recent approach taken towards leadership. From around the mid-19th century, social scientists have been engaged in understanding and developing the nature of leadership in social evolution. This has led to the development of various theories and approaches to leadership. The early approach to leadership began with the Great man theories and has gradually led to the formation of the ‘New Leadership Approach’ (Bryman 1992) which included ‘visionary’ (Sashkin 1998) , ‘charismatic’ (Conger 1989; Conger and Kanungo,1988; House 1977) or ‘Transformational models’ (Bass 1985; Tichy & Devanna,1986). While the early approaches to leadership focused on the traits of the leader the subsequent approaches gave more importance to additional variables such as skill level and the situational factors ( google- dads link) Review of Literature Max Weber’s (1947) approach to leadership was based on charisma and it was based on his approach that James MacGregor Burns proposed the theory of Transformational Leadership. In his book titled Leadership (1978), Bur... ...t of the early research on Transformational leadership Theory originated from studies that were conducted in the United States. Therefore there was a need to develop a UK version in order to address some of the problems of generalizability and to most importantly, determine whether the dimensions of Transformational Leadership that have emerged in the North American studies were similar to those found in the UK. (Alimo- Metcalfe & Alban –Metcalfe, 2001) What must be taken into account is the fact that Leadership as a part of the â€Å"New Paradigm Model’ has been viewed as a process of â€Å"Social Influence† (Bass 1998a, b; Bryman 1992). The main objective in developing and designing a UK instrument was to create one that is of practical value to managers at all levels (Alban-Metcalfe & Alimo-Metcalfe,2000) (MENTION 14 DIMENSIONS)

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.

Gardenia and Pepsi Cola in Laguna

We visited the plant of Gardenia and Pepsi Cola in Laguna. We arrived at Pepsi Cola’s plant first, in which they explain the process of production of their products then had a chance to tour the plant. From Pepsi Cola’s plant, we had a stop over at SM Sta. Rosa for a few hours then to Gardenia’s plant. There, we saw the production of their products by explaining the process first then saw in actual the step-by-step process of manufacturing their bread. In Pepsi Cola’s plant, we only visited the part of the plant in which bottles of their products are located. I found it needless because I expect that we could observe concretely the necessary procedures on how Pepsi products are made or from direct materials to finish goods. But we only saw the bottles and already packed products. I also found their plant unclean for products are unorganized plus lack of ventilation. Similar essay: Gardenia Distribution Strategy I like Gardenia’s plant better. They designed their plant in a way that there is an auditorium to present clearly and comfortably the manufacturing process of their products, which were intended for visitors. Also, there is a place for viewing the actual production procedure. I also like the ambiance and how staffs welcome and entertain visitors at Gardenia’s plant. If I will rank our plant visit as 10 being the highest, it will be 6. Because I didn’t find it much useful in our course except the fact that compared to my previous visit, at least, I was able to relate more with what I saw like some notes posted on their walls. Also, I was able to appreciate the visit more for we already discussed topics relating to manufacturing companies.

The Roaring Twenties Essays

The Roaring Twenties Essays The Roaring Twenties Essay The Roaring Twenties Essay The Lost Generation in the Roaring Twenties The process of change can often be difficult and tumultuous. This is particularly true of monumental changes in generational trends. In looking at the young people of the sasss, for example, we see a lost generation, which, despite breaking free from the strict moral codes of previous generations, had yet to find their own course to fulfillment and happiness. Responding to the hypocrisy of their parents, and greatly assisted by the invention of the automobile, the young people of the asss sought good times through the pursuit of physical beauty, sex, and material wealth. Although these pursuits provided an element of freedom that had not existed previously, they ultimately led to disillusionment and, in some cases, destruction. This aspect of the asss experience is expressed very well in the film The Great Gatsby, based on the book of the same name by F. Scott Fitzgerald. In this film presentation, a strong critique of American society is offered in the sense that the pursuit of wealth and success is not glorified as it usually is in popular culture. Rather, it is depicted as something dangerous and destructive. As Allen (2000) points out, the asss dinettes a revolution in morals and manners. In particular, young women began to realize a level of freedom that had not existed previously. In terms of dress, skirts were raised and outfits became more revealing. Also, young women began to smoke and drink at a rate not seen previously. In terms of morals, sexual contact became more frequent at younger ages. Petting parties were extremely popular. This entire process was signified in the popularity of the automobile. On more than one level, the automobile typified the prevailing trends of the asss. First of all, the automobile anger ten social Ana sexual landscape Day provoking a location winner young people could spend time together away from home. Secondly, the worship of the automobile represented a new focus on material and wealth and possessions as a post-war ideal. These fundamental developments are represented in The Great Gatsby. The main character and narrator of the story is Nick Caraway. Immediately upon his arrival in New York from Chicago, Nick falls in with a group of people that typify the new outlook of the sasss. In the couple of Tom and Daisy Buchanan, for example, we e the classic upscale young couple of the decade. Daisy exemplifies the moral and aesthetic status of women in the asss. She projects the classic asss look: slight of frame, even boyish, with short hair and a light, airy quality. Like many women of her generation, Daisy likes to drink with her husband and is not afraid to be upfront and frank in conversation. Tom, meanwhile, typifies the young wealthy asss male: self- centered, rude, and boisterous. Together, Tom and Daisy personify many of the themes, which Allen (2000) associates with the sasss. Indeed, as Allen (2000)1 as written, the woman of the Post-war generation said to man, You are tired and disillusioned, you do not want the cares of a family or the companionship of mature wisdom, you want exciting play, you want the thrills of sex without their fruition, and I will give them to you. And to herself she added, But I will be free. This is the type of agreement that seems to lie beneath the marriage of Tom and Daisy. They live a fast, exciting , life, more concerned with thrills than with stability or lasting love. And when Daisy feels compelled to indulge in an affair with Gatsby, she does so freely and with title concern. Tom, for his part, has a mistress of his own. The emphasis of their union is on speed, excitement, and mutual freedom. The consequences, as we soon find out, are disillusionment and destruction. Above all else, the film addresses the issue of materialism that was so powerful in America in the sasss. As Collect (1953) has written, the sasss were a period of mass consumption in America. Whereas previous eras had been dedicated to the process of production, with people saving their money and reinvesting it in new business enterprises, America in the sasss was dedicated to buying things and pending freely. Thus, a shift was made from production to consumption and it had a great impact on various levels of society. This key trend of the asss is a driving force behind the story told in the film. By pursuing and achieving great wealth, Jay Gatsby gains many possessions and throws expensive parties. In this sense, he is reflective of the consumer culture of the asss. Eventually, like the other characters in the novel, however, Gatsby finds that the consumer culture only leaves him feeling empty. For all of his wealth, he is unable to buy the only thing that can really bring him peppiness: the love of Daisy Buchanan. In the character of Gatsby, we see the personification of idealism and pursuit of the American Dream. Gatsby compilation of material wealth, he hoped, would help to find happiness in life. Through it all, however, Gatsby lacked the one thing he needed most: the love of Daisy Buchanan. In this element of his character, we see the disillusionment and emptiness, which comes from the pursuit of material wealth at all costs. 2 The point here seems to be that the pursuit of possessions in life will always leave you wanting more, one way or another, and therefore it does not provide road to happiness. Gatsby death at the end of the novel only adds the element of escutcheon as a consequence AT Nils worldly pursuits. In ten Declining, never, Gatsby character seems to represent the great promise of the American Dream. In the book by F. Scott Fitzgerald, it was written that Gatsby came out onto his lawn and looked up at the sky to determine what share was his of the local heavens. This demonstrates Gatsby capacity to dream, his glorious expectations, and his optimistic belief that he can achieve his dreams. This basically represents the reface appearance of the American Dream, the part that drove many Americans in the sasss and has continued to do so ever since. In the course of his courtship of Daisy Buchanan, however, Gatsby gradually comes to see the other side of the American Dream. At one point, Fitzgerald writes of how Gatsby was so in love with Daisy that his possessions only seemed to have any meaning based on her response to them. At times, his focus on Daisy actually gives Nick the impression that the possessions no longer felt real to Gatsby. This shows how the theme of consumerism shapes and defines the life of Gatsby both in the kook and the movie. For all the possessions he has gained, these possessions have no meaning if they do not enable him to win the approval and love of Daisy. Alike many in the sasss, Gatsby has been misled by consumerism. He has pursued material things as if these things will provide happiness. In the presence of Daisy, however, all the things he owns no longer seem real at all. This demonstrates the false promise of consumerism. As events unfold in the film, we see an ongoing criticism of the materialism of this time period. Towards the end the story, Toms sisters is run over by Daisy as she drives Gatsby yellow roadster. As Allen(2000) indicates, the automobile was a key factor of the asss, a major symbol of the prosperity and emerging modernism of the era. Thus, it comes as no surprise that Gatsby car should play a role in the plotting of the story. When the womans husband comes looking for revenge, he originally encounters Tom. Fearing for his life, Tom tells the man that Gatsby is the guilty party. Thus, the man kills Gatsby. The symbolic role of the yellow roadster in this ending is significant. The car symbolizes tribalism and the woman who is run over, Myrtle, is a superficial woman who was only attracted to Tom in the first place for his wealthy status. In having her get run over by the car, the film advances the theme that the pursuit of materialism destroys. The same theme applies in the case of Gatsby. Tom and Daisy, meanwhile, continue with their empty and superficial marriage. All together, the film shows a group of characters who are lonely, empty, and mutually destructive largely because of their dedication to the false ideals of consumerism and the American Dream. As Callahan (1996) has written, F. Scott Fitzgerald was no stranger to the dissipation of values and the pursuit of sensation in the Jazz Age of the sasss (374). At the start of the sasss, Fitzgerald himself stated that, America was going on the greatest, gaudiest spree in history and there was going to be plenty to tell about it. Indeed, virtually every character in the film, with the exception of Nick Caraway, is touched in some negative way by the American ideals of commercialism and greed. Thus, the story offers an implicit criticism of American life. The main characters are people who have been blinded by the American Dream. In some cases, such as Tom and Daisy, this blindness leads to loneliness and emptiness. In other cases, such as Myrtle and Gatsby, materialist pursuits lead not only to disillusionment and suffering out to sell-escutcheon as well. From tens perspective, ten Tall version AT Autographs great novel seems to make the statement that the modern consumerism that emerged in the sasss should not be viewed as a road to happiness. Indeed, building from F. Scott Fitzgerald great book, the film version of The Great Gatsby presents a moral about the effects of materialism in the sasss. As Allen (2000) put it, the people of the sasss could not endure a life without values, and the only values they had been trained to understand were being undermined. Everything seemed meaningless and unimportant. This is exactly the fate of characters like Tom, Daisy, Myrtle, and Gatsby. With the values of past generations no longer relevant, and a new set of values not yet in place, the young people of the asss found themselves sleepwalking through a decade of sex and materialism which ultimately left them empty and disillusioned. This is the overriding theme expressed in the film erosion of The Great Gatsby.

Which Fields Have the Highest Paying Administrative Jobs

Which Fields Have the Highest Paying Administrative Jobs According to the Bureau of Labor Statistics, administrative assistant jobs are projected to grow by 13.2 percent by 2022. This ever-changing job title comes with a variety of  duties and levels of responsibility, depending on the employer. Administrative professionals  are reportedly assuming more managerial tasks across the board, requiring more skills and knowledge than ever before.Fields that employ administrators are far-ranging- if youre looking for work in the field, you have many  options to consider. Salaries vary depending on the type of administration, experience, and education level.  Lets take a look at some of the most lucrative fields.Real Estate AdministratorAdministration in the real estate field may include recruiting, training and hiring of personnel. Management of the client database, generating leads, and doing follow-ups can also be part of the job description. Real estate administration duties can also include financial responsibilities:  making budget s, paying bills, and handling bank accounts.Working as a real estate administrator pays an average of $46,000 per year, depending  on your location and size of the agency.Legal Administrative AssistantThe Bureau of Labor Statistics reports that administrative support in the legal industry offers among the highest pay- and that can include overtime. While the average annual earnings are $48,000, the amount often increases due to  bonuses and profit sharing. In addition, medical and dental coverage are frequently provided.Youll need to have knowledge of legal terms and principles (as well as the ability to write correspondence and draft documents using these  terms) to be competitive in this niche.Business AdministratorBusiness administrators work in many fields and industries: sales, retail, hospitality, and  management operations are a few. Among other duties, a business administrator may oversee a companys budget and finances and analyze sales reports.Those with associate d egrees may earn  from $25,000 to $50,000 annually; a bachelors degree can bump the annual average salary  up to around $88,000.Academic AdministratorThis support job for teaching departments handles administrative  duties  along with tasks like  resource planning, scheduling, logistics, and project management. The average salary of an academic administrator is around $90,000 for elementary and secondary schools.Database AdministratorThis type of administrator organizes and stores data on special programs, such as   shipping records for customers or  financial information for institutions. To be a database administrator, you must  be able to install, upgrade, configure, and maintain an organizations databases. The average annual  pay of a database administrator is $78,500 per year.Financial AdministratorFinancial administrators, who carry  responsibility for budget information, accounts receivable and payable, and the preparation of financial reports, can work for a large number of different companies: from banks to schools and retail companies. Salary is dependent on the type and size of the company and the duties required.The average salary for this position is around $46,000, but may range between $32,000 and $66,000.When looking for a job, there are many things to consider, such as different fields of employment for which you may be qualified, particularly if you are pursuing a career as an administrator. TheJobNetwork can do your job searching for you by sending you alerts when a job matching your qualifications and interests comes up. The advantage of doing this type of job search is that you are notified right away when appropriate jobs arise, instead of having to perform the search yourself. Once you enter your job interests and qualifications, you can be alerted or you can perform searches yourself to find the perfect job for you.

Global Communications Gap Analysis Research Paper

Global Communications Gap Analysis - Research Paper Example That is, a particular organization will not be successful due to failed organizational strategies, decision-making process, etc, as well as the inept functioning of the employees. In order to correct these mistakes and to put the organization on the successful path, effective at the same time strong decisions have to be taken, without any impassiveness. One of the strong and impassive decisions should layoff of the employees, who are expendable. Although this decision will be a difficult one to take, both from the organizational and ethical point of view, it has to be taken for organizational well being. From employees’ perspective, they can be taken care, by finding other alternate options. â€Å"They got the right people on the bus, moved the wrong people off, ushered the right people to the right seats - and then they figured out where to drive it† (Collins cited in Grissom, 2006). So, this paper will discuss how Global Communication can reach its two important targe ts of achieving optimum growth as well as the tag of being the global player, through layoff of expendable workers, with the help of more innovations and plus outsourcing route. Situation Analysis Issue and Opportunity Identification Global Communications (or GC for short) is in a tight situation because of financial downslides and also due to tough competitions. To further add to its woes, the entire telecommunications sector was also not showing good growth. The fact that validates the GC tough scenario is the 50 percent depreciation it suffered in its stock value, leading to a struggling financial situation. With many competitors fighting for the same local, national as well as international markets, offering slew of new services like complete solutions for computers, televisions and plain old telephone service (POT), Global is facing very tough competition. To overcome this tough situation, beat off the competitors and increase the profits, the GC’s senior leadership team has come up with a two-pronged aggressive approach. The first plan is to, come up with their own new services, which can compete with the local telephone and cable companies. In that direction, GC got associated with a satellite provider, and has plans to offer value added services like video services and satellite version of broadband. This partnership with a wireless satellite provider can actualize a scenario where the small business owners can have anytime Internet access, just by using their wireless telephones or PC cards. The second strategy as part of the two-pronged approach is cost-cutting through the removal of employees. For that, they have identified number of job designations, which can be removed, while absorbing a minor portion of employees in other departments. The laid off jobs will be moved to India and Ireland as part of outsourcing strategy. With GC’s analysis showing that outsourcing could reduce unit costs for handling calls by nearly 40%, and with GC wanting to become a global corporation, this plan appears feasible. However, when viewed from another perspective, it raises some organizational and ethical dilemmas. Stakeholder Perspectives/Ethical Dilemmas GC GC to overcome its tough financial situation has come up with a twin strategy. Although GC’s first plan to introduce new services including value added servi

Express Trust Essay Example | Topics and Well Written Essays - 1000 words

Express Trust - Essay Example This may also be associated with duty which by the ethical and moral norms of society you must perform. This is even characterized as a higher form of justice and so important to modern human relations that it has been transformed from a purely ethical concept with limited application to a moral norm of society. Every member of society is bound to uphold it and even becomes embodied in laws. Express trusts are "built around concepts of loyalty and good faith" (Hudson 2008). In an express trust there exist a relationship where a person entrusts his or her property to another to keep, preserve and latter to give the same property to another person who is meant to benefit from that property. Moreover "The trustee is one example of a more general concept of English law: the fiduciary. Thus, it is often said that trustees bear 'fiduciary duties'. For our purposes the terms 'trustee' and 'fiduciary' can be read as being synonymous. The fiduciary principle in express trusts is the idea that such trusts have a nature that it is a matter of confidence, good faith, loyalty and legal obligation to the purpose of such trusts. An example of this is when a grandfather entrusts a piece of land to his son which his son will give to the grandson on his 18th birthday. The father, son of the grandfather, has the duty to his father, the grandfather to keep, preserve and maintain the piece of land and later give the land to his son, the grandson. Duties & Powers Question: What are the powers and duties of the settlor What are the powers and duties of a trustee What are the powers and duties of the beneficiary Answer: The settlor is duty bound to make certain that the property that will be put into an express trust is truly owned by him because "the settlor must have had all of the rights in that property, or 'absolute title', before the declaration of the trust". Clearly, one cannot deal with property in which one has no rights: therefore, the settlor must hold all of the rights to be settled on trust before that trust can be declared" (Hudson 2008). The settlor is the original owner of the property involved in the trust. Thus absolute title means that the right to do with the property as he or she pleases regardless of the concern of others or free of implications to other individuals. This includes sell, lease, destroy and even donate. The settlor has absolute power over the property up to when the trust is constituted. Once it begins his direct power over the property is set aside and he is duty bound to give possession of the property to the trustee. "Once the trust is created, the trustee acquires 'legal title' in the trust fund and the beneficiaries acquire the 'equitable interest' (or, sometimes, 'beneficial interest') in the trust fund in accordance with the terms of the trus