Radioactivity Essay

People consider me as a caring, patient, friendly, and responsible person. I am very energetic; whenever I start working on something I never want to give up. I have a passion for becoming a nurse since I enjoy helping people around me. I get along with others very well, which make me always being cooperative with my co-workers and work with them toward a share goal. I graduated from Highline Community College last year with honor degree. Even though I already obtained my AA degree in Pre-Nursing, gaining my knowledge in the medical field is not enough for me. I want to gain more clinical patient experience and help people with all my heart. In order to strengthen my clinical experience, I also took the CNA class at Blossom Nursing Assistant Training School while studying at HCC and received the CNA license. Currently, I’m working at Stafford Suites Senior Assisted Living Apartments. I’m very excited about taking a CNA job here, where I can have an opportunity to work with people, especially the elderlies, who need nursing assistant’s help from basic hygiene care. I take very good care of the elderlies and make them feel like home. People here like me a lot and make me feel as if I am one of their family members. In order to further my education, I’m working my way up to earn my 4-year degree in BSN. I hope that I will become a helpful nurse in the future. What are you greatest strengths and weakness/what do you friend say about you? My strengths are I’m very patient, calm, determined, friendly and a hard worker. For example, when I went on training at Auburn Nursing Home, the elders there really like me because I knew what I was doing. The elders said I took very good care of them and didn’t get angry even when they were in bad moods. I am also a fast learner and willing to learn new things. As for my weakness, I am a shy person. However, I know I could overcome that weakness as I interact with more patients while going through training in nursing school. Why would you choose nursing school or what motivate you to go for nursing? One of the reasons that motivate me to pursue my dream career of becoming a nurse involves my country, Vietnam, where I was born and lived for 17 years. Vietnam has the poor access to public health care services. Most healthcare  services are only available for those who have money. As for those who are poor, they could not afford paying medical expenses and some of them have to give up their lives to avoid putting a burden on their families. For example, my best friend’s grandma, refused to go to a nursing home due to the high medical costs. Without medical services, my friend’s grandma became very ill and passed away. I felt very sorry for her. From my friend’s story, I feel it is necessary for me to study about healthcare. Also, my parents always motivate me to go for nursing school so that in the future I could help people in my family, especially when my grandparents are unable to take care of themselves. Other reasons why I want to become a nurse is I have family members who are disabled. One of my distant uncles is diagnosed with cerebral palsy and another relative had a stroke. They really need someone to take care of them and I hope I am able to help them after I become a nurse. (They are now getting better by the assistance from professional nurses. Those skillful nurses motivated me to become a good nurse in the future since I have strong compassion and a desire to help people. There are a lot of people needs someone to take care of them and I hope I am able to help them with all my knowledge and skills.) Tell me about your working experiences  During the time I work at Stafford Suites Senior Assisted Living Apartments, I have an opportunity to help people from basic care including hygiene care and dressing. Even though some works are considered as dirty works, I don’t hesitate to do the job such as bathing, cleaning BM (bowel movement), or vomit because I understand that those elderlies need my help. From doing a simple thing but means a lot to other people, I can see myself becoming a useful person. CNA training gave me many working experiences such as being gentle when helping people with hygiene care in order to make them feel comfortable and safe when I assist them. I believe that experience will build confidence. I remember the first time when I was on training at Nursing Homes, I felt like an alien being preoccupied with a strange world. I couldn’t even doing a simple task such as bathing the residents. I got used to it soon after a few days working with residen ts. The more I work with residents at Nursing Homes, the more confident I feel when performing CNAs tasks. With experience, all the equipment in nursing homes won’t be so  foreign anymore. I know how to take a blood pressure, bathe and feed residents, help them walk and even talk to residents who feel alone. CNAs job is not easy. CNAs get to interact with patients, often more than the nurse does. I acknowledge this CNA job can train me to become a better, helpful nurse in the future. Besides working at Stafford suites, I also enjoy volunteering at Highline Medical Center. I always want to keep my life busy with patients and residents as well as preparing myself for a future career. I watched a nurse conducting a patient assessment and witness a nurse giving a resident treatment. I’ve learned how to communicate and interact with patients such as irritable elderlies. From helping the elderlies, I’ve realized it is very important to be patient with the elders because they tend to get angry very easily when they don’t feel well. I feel that with my solid experience as a CNAs will give me more confident to perform delegated nursing tasks when I become a nurse. Why would you choose WSU or for nursing in Spokane? I heard a lot of good things about the nursing program at WSU from other nurses who graduated from there including my auntie’ friends, Teresa Nguyen and Diep Nguyen. I’ve also done couple researches about the school and found many good ratings on WSU such as they have great counseling and supporting systems for students. In addition, I also learned from my auntie’s friends, there are good training hospital around the Spokane area such as Sacred Heart Medical Center and Deaconess Hospital. Moreover, WSU also have some good Graduate programs: nursing practitioner, master degree, or further education after BSN What make you better than those who are also applying /What make you different from other candidate: Nursing has always been my dream career ever since I was in Vietnam due to my passion for helping others and my interest in Biology. Every time I help someone with something such as assisting my disable uncle with his wheelchair, I feel great inside. In school, I received good grades in every science courses that I took and graduated with honor in high school and college. Since I came to America as a teenager, I had to study twice as hard to learn English including the medical terms and work my way up until now. However, I never give up with my  studies. Due to my hard work, I have received several awards and scholarships. For example, I received the Rotary Club of Kent Scholarship and Highline Foundation Scholarship I feel that I could reach my goal of becoming a nurse if I try my very best. Therefore, with my strong determination of become a nurse, I am confident that I can be a good nurse if you have the education at this school. STRESS I like to exercise. It relieves stress and makes me feel good about myself. I feel like if I just do something like watch TV, it is just a waste of my time and I get more stressed. Exercise helps my body and my head. All those obsessive thought will quiet down to a dull roar so that I can think again. A good exercise can give me energy and make me feel more relaxed. Sometimes, I like to visit my friends. They make me laugh and laughing really keep me sane. They make me laugh to keep me calm and they will tell me: it’s okay to hate parts of it because you know that they are some parts that you love and you have come so far and worked so hard. When someone knows you really well, they see what you go through in school and can be that third party who looks in and reminds you how fair you’ve come when you cannot see it. I get along with everyone. The only people I have trouble with are those who are not team players, who just don’t perform, who complain constantly, and who fail to response to any efforts to motivate them I would ask you what it was that you didn’t like. Where do you feel the problems were? If your response led me to conclude what I had miscommunicated with you, I would try to make myself clear. If however, you identified a deeper difficulty, I would ask your advice on how to correct it. Certainly, I don’t relish being told that I had failed in some way. But even failure is valuable as a learning experience.

Impact of Internal and External Environment on Business Function

Football refers to a number of sports that involve, to varying degrees, kicking a ball with the foot to score a goal. The most popular of these sports worldwide is association football, more commonly known as just â€Å"football† or â€Å"soccer†. Unqualified, the word football applies to whichever form of football is the most popular in the regional context in which the word appears, including association football, as well as American football, Australian rules football, Canadian football, Gaelic football, rugby league, rugby union,[1] and other related games. These variations of football are known as football codes. Various forms of football can be identified in history, often as popular peasant games. Contemporary codes of football can be traced back to the codification of these games at English public schools in the eighteenth and nineteenth century. [2][3] The influence and power of the British Empire allowed these rules of football to spread to areas of British influence outside of the directly controlled Empire,[4] though by the end of the nineteenth century, distinct regional codes were already developing: Gaelic Football, for example, deliberately incorporated the rules of local traditional football games in order to maintain their heritage. 5] In 1888, The Football League was founded in England, becoming the first of many professional football competitions. During the twentieth century, the various codes of football became amongst the most popular team sports in the world. [6] information Football is the game which is played on the rectangular grass. It is played with the ball. In this game, the goalkeeper is the only player who allowed to use their hands and arms to propel the ball. The main purpose of the game is to score by manoeuvring the ball into the opposing goal and the remaining members of the goalkeeper are use their feet to kick the ball into a position. The team that scores the most goals by the end of the match wins. The width of the fields for the non-international matches is in the range of 50-100 yards and the length is in the range of 100-130 yards. The international adult matches may be 64-75 meters in width and the 100-110 meters in length. In the front of each goal, there is also a one area for the penalty. Football game has been established with the team sport and it is played by two teams of 11 players. It is one of the most popular game in the world. In this game, the points are scored in a variety of ways, by throwing the ball to another player, including carrying the ball over the goal line or kicking the ball through the goal posts on the opposing side. The main object of the game is to score a point by just clicking the ball into the goal of the other team. There is also a one referee and the two assistant referees. The basic equipment for the players are required to wear a footwear, shorts, socks, shirt and adequate shin guards. But the goalkeeper must wear the clothing for the easily distinguishable from that worn by the other players and the match officials. Compare OddsUse the mashbet website to compare online bookmakers and find out who is offering the best odds for the sporting even you want to bet on. Professional Punting Elite Ratings: A Leading provider of Professional Punting strategies and the best customer service in horse betting tips. Sports Nutrition Supplements Sports Trophies & Awards Wide selection of trophies & awards from Broadway Trophy & Engraving. Thailand Lottery sports mentoring Integralperformancecoach. com – Leaders in sports mentoring and provides training and coaching for top perfomance in sports. ingonodeposit. net Are you ready to get in shape, but HATE the gym? Join our lifestyle brand of healthy living with health & Crossfit sugar land. Barcelona football shirts frive and y8 games: play y8 and frive mni games online for free. Arsenal football shirts Medallas messi Lionel Andres â€Å"Leo† Messi (Spanish pronunciation: [ljo?nel an?d?es ?mesi], born 24 June 1987) is an Argentine footballer who pl ays as a forward for La Liga clubFC Barcelona and the Argentina national team. He serves as the captain of his country's national football team. By the age of 21, Messi had received Ballon d'Or and FIFA World Player of the Year nominations. The following year, in 2009, he won his first Ballon d'Or and FIFA World Player of the Year awards. He followed this up by winning the inaugural FIFA Ballon d'Or in 2010, and 2012. He also won the 2010–11 UEFA Best Player in Europe Award. At the age of 24, Messi became Barcelona's all-time top scorer in all official club competitions. At age 25, Messi became the youngest player to score 200 La Liga goals. Commonly rated by commentators, coaches and colleagues as the best footballer in the world and as one of the greatest layers in the history of the game,[2][3][4][5][6][7] Messi is the first football player in history to win four FIFA/Ballons d'Or – all of which he won consecutively – as well as the first to win threeEuropean Golden Shoe awards. Messi has won six La Ligas, two Copas del Rey, five Supercopas de Espana, three UEFA Champions Leagues, two Super Cups and tw o Club World Cups. In March 2012, Messi made Champions League history by becoming the first player to score five goals in one match. He also matched Jose Altafini's record of 14 goals in a single Champions League season. Messi became the first player to top-score in four successive Champions League campaigns. Messi set the European record for most goals scored in a season during the 2011–12 season, with 73 goals. In the same season, he set the current goalscoring record in a single La Liga season, scoring 50 goals. On 16 February 2013, Messi scored his 300th Barcelona goal. On 30 March 2013, Messi scored in his 19th consecutive La Liga game, becoming the first footballer in history to net in consecutive matches against every team in the league. Messi was the top scorer of the 2005 FIFA World Youth Championship with six goals. In 2006, he became the youngest Argentine to play in the FIFA World Cup and he won a runners-up medal at the Copa America tournament the following year, in which he was elected young player of the tournament. In 2008, he won his first international honour, an Olympic gold medal, with the Argentina Olympic football team. SportsPro has rated Lionel Messi as the second-most marketable athlete in the world. His playing style and stature have drawn comparisons to compatriot Diego Maradona, who himself declared Messi his

Australian Surging Housing Prices

The surging housing prices in Australia is spearheaded by the acceleration in the Sydney Australian, the largest as well as the most expensive market. As reflected in the most recent Home Value Index by CoreLogic RP Data, the capital city has its housing prices surging by 1.6 percent in May. This shot in housing prices left the rise over the first five months of the year at five percent (Draper 2000). The medium dwelling price in Australia across the nation pegs at $580,000. The trend has shown no slowdown but has rather bucked the anticipation from the various parties early in the year that prices of houses were due to deteriorating. The surging price is a clear manifestation of the high rise construction booms beginning to influence the values of the apartments (Karantonis and Janet Ge 2007). A greater proportion of the price surging evolved from free prices that lurched 1.8 percent thereby overwhelming a smaller 0.1 percent rise in units. The strong 3.1 percent growth in Sydney that accounted for the gains witnessed in May that took median dwelling price to $782,000. The past quarter saw the prices in Sydney jumping by a record 6.6 percent leaving the gain over the previous year at 13.1 percent. The prices of housing outside Sydney in all capital except Perth recorded gains of between 0.1- and 2.5 percent (Duca, Muellbauer and Murphy 2010). Despite being far below the pace witnessed in Sydney over the same period, there was a thirteen percent price surging by May 2015, and this was the fasted annual pace across Australia. The price leaped by 0.1 percent in Brisbane while it shot 0.7 percent in Darwin. In Canberra and Hobart, the surging were 2.2 percent and 2.5 percent in that order. Perth which is the most exposed capital to the mining sector fortunes and it went on record as the single capital to have recorded a decrease in the prices of the housing of 2.7 percent. Since May 2012, Australian Housing prices have increased by 36.6 percent with Sydney recording a surging of 57.5%, the steepest rise over the period (Rahman 2008). The record in Sydney showed that it outpaced gains of 18.5% and 39.4% for Brisbane and Melbourne respectively that took third and second spots.  Ã‚   From the above table, the monthly, annual, as well as quarterly changes in the prices of house crossways Australia's capital besides the current median value per city, have been revealed. It has been suggested by Lawless, the leader of research at CoreLogic that a rise in investor operations ahead of the federal election probably accounted or hastening in property prices in Sydney in May. It has been noted that the degree to which the investors fuel the recent outpouring in Sydney home value is challenging to quantify (Rahman 2008). Nevertheless, the data from housing finance to March demonstrated that investors have been trending upward since hitting the latest trough in November 2015 at 42.9 percent as a proportion of the whole new mortgage mitments. Data drawn from March indicates that investors currently entail 47.6 percent of the whole new mortgage obligations that is the highest proportional reading since August 2015 (Rahman 2008).  Ã‚  Ã‚  Ã‚   Other factors that have led to surging prices include short-term factors (interest rates, investment demand, and economic climate) institutional factors (financial deregulation as well as innovation, land supply as well as land-use planning system and government taxes, levies as well as charges). Long term factors include demography, wealth effects and economic growth. The Australian government can embrace various macroeconomic factors to guarantee housing affordability to the young generation. It has been shown that government taxes, charges, and levies account for the surges in housing prices (Rahman 2008). The government imposes taxes, levies a well as charges at all levels in Australia on the urban land development and development. Investors, therefore, face such costs as developer levies, stamp duty on both transfer and sale of land as well as land tax alongside GST on new house construction as well as renovation of the existing houses. The government can subsidize the housing sectors through reduction of these costs to ensure that developers do pass these burden to the eventual housing prices. This will reduce the ‘total indirect task take’ which is noted to be above $124,000 in Sydney and over $88,000 in Melbourne. Without this, this cost will add up to a remarkable ponent of prices of house and hence the lack of affordability of the housing for the young generation (Rahman 2008). Both land prices and affordability correlate with the price of land that is determined by the developed urban land supply. The supply of residential land is influenced by the cost of development, the land development industry structure, and rules as well as the effectiveness of the land-use planning system (Ge and Williams 2015). The government has the power to control land uses which impact on both availability of developed land as well as the related cost of such lands. Since it takes quite some time to bring the underdeveloped land into mercial use besides the lags cost by government regulation on land use which decreases the short-term responsiveness of land supply to immediate land demand pressure, there is a need for the government to waive or reduce the lag (Draper 2000). Reducing this land would mean that the inelastic short-term price of supply is eliminated. Accordingly, since it the short-term price inelasticity of supply is an accelerator of price surging, its removal wil l result in affordable housing prices for the young generation (Oster and Miller 2005).    The government can also respond to increase in housing prices through interest manipulations. This is because for a given level of price, the rates of interest means reduced mortgages repayments. With a reduction in repayment, developers have increased the opportunity of borrowing at any repayment to- i e ratio. The effect of this would be a rise in the demand, and hence housing prices increase ceteris paribus. Conversely, a surged rate of interest will ease the demand (Bourassa, Hendershott and Murphy 2001). The effect would be either stagnating prices, a moderate rise in price or declining prices depending on the aggregated influence of other factors. The government should control the prices of the housing by ensuring a high but stable interest rate so as to eliminate the influence that nominal mortgage rate of interest has on real house price surging both in the short- and long-term. This action will try to weaken the lasting effect that lower rates of interest have had on prices rise in the previous years that are still being felt to date through hiked housing price in the country (Bourassa and Hendershott 2005). The government can also make sure that housing is affordable by controlling the wealth effect. Every society perceives housing as a central store of wealth. It is acknowledged that gross housing assets account for over 50% of the total personal wealth in Australia. Owner occupier, as well as landlord-investors, have a feeling of wealth when the prices of the existing houses are hiking (wealth effect) resulting in a rise in consumption spending (Bewley, Dvornak and Livera 2004). Accordingly, the aggregate demand and hence economic growth results in support of the increasing prices of the house via a self-reinforcing cycle. The current surging in prices have resulted from this and hence the government must not allow this to continue into the future. The government should curb the wealth effect by ensuring that prices of the existing housing do not shoot (Badcock 2009). The government needs to make sure that cases of decreased supply of affordable private rental housing, dwindling suppl y of social housing as well as prolonged time consumed to release new land are eliminated since all these are an essential recipe for lurching house prices in Australia. The stamp duty concession, grant and cash assistance to the occupants by Federal Government First Home Owners are only but costly failures as they have perpetuated increase in expensive houses (Badcock 2004). These policies have failed as they only work on the ‘demand side’ of the housing market with no precise and significant rise in the supply of affordable housing. The government must focus on affordability policies that tend to increase housing supply especially low-cost housing. Reduction of the duration taken to bring land and housing to market must receive particular attention henceforth. The desirable land supply a panied by proper transport facilities and infrastructure alongside the affordable rental housing supply has to be enhanced. The government must give support to the marginal purchasers via appropriate assistance to dwell in their homes (Ahearne et al. 2005). The government needs to develop a national affordable housing strategy that will be helpful in the reduction of housing stress alongside housing crises in Australia.   Ahearne, A.G., Ammer, J., Doyle, B.M., Kole, L.S. and Martin, R.F., 2005. House prices and monetary policy: A cross-country study. International finance discussion papers, 841. Badcock, B., 2004. ‘Snakes or Ladders?’: The Housing Market and Wealth Distribution in Australia. International Journal of Urban and Regional Research, 18(4), pp.609-627. Badcock, B., 2009. An Australian view of the rent gap hypothesis. Annals of the Association of American Geographers, 79(1), pp.125-145. Bewley, R., Dvornak, N. and Livera, V., 2004. House price spirals: Where the buck starts. mSec, monwealth Bank, Sydney. Bourassa, S.C. and Hendershott, P.H., 2005. Australian capital city real house prices, 1979–1993. Australian Economic Review, 28(3), pp.16-26. Bourassa, S.C., Hendershott, P.H. and Murphy, J., 2001. Further evidence on the existence of housing market bubbles. Journal of Property Research, 18(1), pp.1-19. Draper, D.A.G., 2000. Rent control and the efficiency of the housing market. Duca, J.V., Muellbauer, J. and Murphy, A., 2010. Housing markets and the financial crisis of 2007–2009: lessons for the future. Journal of Financial Stability, 6(4), pp.203-217. Ge, X.J. and Williams, B., 2015. House Price Determinants in Sydney (No. eres2015-230). European Real Estate Society (ERES). Karantonis, A. and Janet Ge, X., 2007. An empirical study of the determinants of Sydney’s dwelling price. Pacific Rim Property Research Journal, 13(4), pp.493-509. Oster, A. and Miller, P.W., 2005. House Prices-Drivers and Links to the Broader Economy: Rational or Irrational Exuberance. [Department of] Economics, University of Western Australia. Rahman, M.M., 2008. Australian housing market: causes and effects of rising price. In Proceedings of the 37th Australian Conference of Economists (ACE 2008). Economic Society of Australia (Queensland).  

Social Work with Children and Families Essay Example | Topics and Well Written Essays - 3000 words

Social Work with Children and Families - Essay Example Any arrangements contemplated in advance of the hearings will be guided by the welfare principle (Sendall, 238). The welfare principle is established by Section 1 of the Children Act 1989 and imposes a duty on local authorities and the courts to place the welfare of the child first and foremost in any proceedings involving a child’s â€Å"upbringing† or involving child maintenance of property matters (Children Act 1989, Section 1(1)). The pre-proceedings within the framework of the public law outline (PLO) was introduced by the Children Act 1989 Guidance and Regulations Volume 1. The Guidance establishes the steps to be taken when applying for either a care or supervision order. The pre-proceedings is essentially a â€Å"checklist† (Laming, 79). Thus, social workers must be able to provide the evidence upon which their decision for applying for a care or supervision order is based. The court will want to be informed of the work that has been conducted with the family. The evidence presented should also demonstrate that the parents have an understanding of the issues, the aims of intervention and the action taken and should also be informed of what the actions are up for review (Laming, 79). In other words, any arrangements made at this point must be clear and supported by logical evidence and must be demonstratively for the child’s welfare. In general, the PLO as described by the Children Act 1989 Guidance and Regulations Vol. 1 is enabled by Section 7 of the Local Authority Social Services Act 1970. By virtue of Section 7 of the 1970 Act, social workers and all local authorities are required to perform their social work duties with guidance from the Secretary of State for Education. Thus in issuing the Guidance, it is intended that case management is monitored so that each stage of the proceedings all issues are identified and progress made is officially recorded (Spray and Jowett, 167).   The pre-proceedings are aimed at the â€Å"earlier identification of the key issues through assessment† (Spray and Jowett, 167).  

Imprisonment in Recent Financial Collapse Assignment - 1

Imprisonment in Recent Financial Collapse - Assignment Example The situation resulted in heightened joblessness and social insecurity. Restoration of financial strength required intervention by respective governments as in case of United States it was the Bush administration who responded with a financial relief program for major firms, â€Å"The Troubled Asset Relief Program, or TARP -- to provide these financial institutions with funds to survive the turmoil that they had helped unleash. It was a distasteful but necessary thing to do.† (Obama, 2010). Yes, the intellectual crime can be termed a serious crime and the response should be tried and imprisoned but only if it was a deliberate crime that can be attributed to an individual or a group. However, if it is not the case and there is no one to take the burden of this heavy odd to world economy then we have to revisit our approach to the issue. The best response to an intelligence failure is to redress it intellectually. Recovery from the recent financial crisis, no matter to what an extent we have recovered, is also featured through the help of the same experts, intellectuals, and firms. If masses were troubled due to the worst financial slum of the history they also owe to the efforts of the financial experts who find a way out to restore and regain the financial strength. Nevertheless, if some organizations or individuals who were supposed to protect the financial integrity and economic structure and they could not meet the expectations can be interrogated for their failure to avoid any such mistakes in the future. Even then if some segments find it indispensable, a mechanism of penalty can be designed to intensify the sentence. That is what the American president has uttered a year ago while imposing a Financial Crisis Responsibility Fee, â€Å"And that is why, through this fee and broader reforms that we seek, our goal is not to punish Wall Street firms, but rather to prevent the abuse and excess that nearly caused the collapse of many of these firms and the financial system itself.† (Obama, 2010).

Evaluation and Background to Lean Construction Case Study

Evaluation and Background to Lean Construction - Case Study Example The ambition of the Task Force was to bring about a Radical change in all the industries and by their experience bring about efficiency and improvements within the construction environment which would benefit all. (Paragraphs 15, 16 and 18) Lean Construction, in general, refers to a construction that would help to maximize the customer’s needs whilst satisfying the necessary and required parameters and in doing so, using the minimum amount of resources (Howell 1999). It is actually the â€Å"physics† of construction mainly based on the principles of production management (Howell 1999). It refers to a whole new kind of project delivery system which can be utilized by any type of industry including construction though best suited for complex, uncertain and quick projects (Howell 1999). There are many definitions pertaining to Lean Construction. Some define it as a â€Å"way to design production systems to minimize waste of materials, time and effort in order to generate the maximum possible amount of value† (Koskela et al. 2002). According to Koskela, the construction theory needed to be reviewed to centralize on optimizing the project by taking into account the flow of work between activities and the formation and release of value (Wright 2000). The Lean Project Delivery System (LPDS) and the Last Planner System of Production Control was developed by LCI where the principles pioneered in manufacturing were applied to construction (Pinch 2005). PDS's origins can be traced back to Lean Production Management which is a manufacturing approach brought into the limelight by Toyota Motor Company in the 1980s (Pinch 2005). The term was introduced by the Toyota engineer â€Å"Ohno† (Pinch 2005). His recommendation was to stop the production line instead of delivering a defective part downstream.  This approach resulted in streamlining the workflow, minimizing inventory and obtaining an up-graded end-product of good quality (Pinch 2005).  Ã‚  

Walmart Essay Example | Topics and Well Written Essays - 750 words

Walmart - Essay Example The tool of success touched the door steps of Walmart early in the century when it overcame the existing Exxon Mobile and other notable players of the market namely General motors and Ford. The core policy adopted across the United States was based on the principle of discounted sales across its large number of super stores. The success can be measured and evaluated by the figures, since figures speak no exaggeration, and tell the real story. While in 1993 the net sales stood at thirty three thousand dollars, by 2002 the entire sales had popped up to over 2 hundred thousand dollars. Similarly the number of associates, and the units also increased, speaking for its ever successful working and expansion. The number of super stores were also increased in the mentioned period of time which is another sign of the demand of customers and living up to it. Grocery retail is another area it has barged into and has found success. The endeavor was not limited to the local shores; instead the entire project was expanded beyond the borders and continents. In such pursuit, the company extended its services across Europe. The ever constant principle of Customer friendly services and reduces prices made its service and products sell like hot cakes anywhere it went. It was faced with number of obstacles in foreign lands, much in case of Germany, where profits were not as visible as in the rest of off shore markets. In bid to overcome this obstacle, it came up with the proposition of constant pricing across the local and international market in all the chains of Walmart. Germany hasn’t been the best of spots for hunting in terms of Walmart expansion. However it has received good response in countries like China, Canada and Mexico. Success does not come without a pre defined policy and procedure. Properly worked out mechanism needs to be in place which requires

Business Outreach program - Anaytical report Research Proposal

Business Outreach program - Anaytical report - Research Proposal Example The American Housing Family is an organization that deals with equipping homeless and low-income individuals and families, providing permanent affordable housing, and improving their lives to become self-supporting members of the society. Even though this project is of great help to the homeless and the less fortunate, the issue of ventilation standards is a major matter to the peoples’ health. Poor ventilation standards result inthe risk of easily conducting dangerous diseases like asthma. A research that was done in 2009 showed that above 50% of homeless people had at least one respiratory manifestation. Another publication on Building and Environment in 2012 showed that improvement in air conditioning reduces the risk of asthma symptoms to the residents. Companies who engage in such projects not only stand a chance to fame but also grow economically and socially. Deploying the HVAC by Solaris to the American Housing Family will boost Solaris growth and also Products’ recognition globally. Solaris will also gain the merit of quality product trust at little or no cost which is the main weapon to success. Many companies strive and use a lot of their resources while trying to gain customers trust with their products. â€Å"Joining the society contributes to an atmosphere of integrity, social awareness, and excellence† (Tichy, McGill, & St. Clair, 1997, p. 173). Our group chose The American Housing Family for the Outreach Program due to the fact that they have local shelters in OC County and have different types of housing. They have wide recognitions globally and reputations for awards. Solaris deploying community services to the American Housing Family will improve on global recognitions, social and economic

Class-Action Lawsuit against University Royal Beauty Pageants Term Paper

Class-Action Lawsuit against University Royal Beauty Pageants - Term Paper Example These competitions have always been the source of great attention and rarely without controversy, leading one to question whether these competitions are ethical, and whether it is fair on the children who participate in them. Our firm believes that while they may be carried out with the best of motivation, their execution is one that is terribly flawed, and could be greatly detrimental to the well being of these children in the future, accompanied by the severe lack of laws governing the state and regulation of beauty pageants (Nussbaum, 2008) thus feel that legal action must be taken against the child beauty pageant industry. While it may be true that some of those contestants are there of their own accord and are indeed old enough to make that decisions, for example those that compete in the category for eight to ten year old children, it leads one to question what the sense is in having a competition that has contestants under the age of two. Surely they have no desire to be made up and dressed up, put into costumes and props, and taken out before a room full of cheering and shouting people. Babies at that age hardly appreciate getting dressed after a bath, it is unreasonable to expect one to believe that they would appreciate being adorned in ruffles and sequins and enduring extensive hours of make up, when they are at an age where they hardly have developed eyelashes or eyebrows. Furthermore, even if those girls who are in the 'older' category of the competition, eight to ten year old’s, which is still young by any stretch of the imagination, are there of their own accord as many representatives of this industry remark, it leads one to question whether firstly, they are conditioned into wanting that, and secondly, whether it is fair to allow them to do it in any case. When a child has been raised with the idea that they are beautiful and they will not only be appreciated for that beauty, but rewarded for it, as long as they allow someone to sit them on a pedestal and extensively observe them, how is a child expected to work out for themselves that it is wrong to be judged and rewarded on the basis of outward appearance? Those that argue over the fact that there are talent rounds and other judging criteria, what they don't realize is that even dancing and singing is a talent based on showcasing oneself, and ultimately makes the competition one that is b ased on outward superficial criteria of appearances. When a child learns that how they look is an easy ticket to getting recognition, they do not develop the understanding of how it is what is inside, intellect and compassion that is what should be focused on and developed. Every little girl wants make up and clothes, but it is the job of the parents to teach children that they do not need to rely on make up or glitter to appear beautiful, and that being the center of attention does not necessarily warrant one to be the best, nor should that be the criteria that they judge, or allow themselves to be judged on. In addition to these fundamental problems with the concept of a beauty pageant, our firms finds there to be many contradictions with the statements the child pageant industry puts out. Standards have risen so high in recent years, with the advent of greater stakes and higher levels of competition, that girls are having to rely more on more on fake beauty enhancers, rather than their own natural beauty. Fake spray tans, fake eyelashes, fake hair extension, even fake teeth, and all this on children who are at most nine or ten, and at their youngest, one or two, what sort of a message does that send to these children. Not only does

Prison reform in Ghana Thesis Example | Topics and Well Written Essays - 250 words

Prison reform in Ghana - Thesis Example Prisons are housed in old colonial forts. New structures are being built, but not fast enough. Since most of the population is economically poor many end up committing a crime. The poor are at the mercy of the gang members. The prisons are filled with violence, drugs, and corruption. The Ghana Prison Service is in charge of overseeing the prisons. While changes are being made, they are woefully inadequate. The problem becomes that the Ghana people are patterning a prison system after the British. This would be fine if the Ghana government had the resources of the British government. Since the country is one of the poorest in the world, their prison system cannot achieve the same goals as one of the richest countries in the world. The Ghana Prison System needs to create a correctional program based on their resources, culture, and needs. While this seems unlikely I can only hope for a better prison system in the future. I wish that all humans can be treated fairly, even those in West Africa. Ghana deserves to have their culture preserved in every aspect of their life, including their prison

Ideas and Values Shape Who You Become in Society Essay Example for Free

Ideas and Values Shape Who You Become in Society Essay Most people strive to have a good social standing and the ideas and values they hold on to can often influence their place in society. Society dictates which ideas and values will be accepted and which will be rejected. The values that stick with us the most are usually taught to us as children and help to influence who we become. In Girl and Good People, the characters were raised to have religious values and to behave in a way that will make it easy for them to fit into their society. The main characters in these stories had their values imposed on them at a young age, and helped to shape who theyve become and how they behave in society. Read more: Good people by David Foster Wallace  essay Religion is a cornerstone for the characters in both stories. They are taught what is acceptable in their religion, in this case Christianity, and realize certain actions could alienate them from their social groups. In Girl, the girl is given specific instructions on how to behave, including dont sing benna in Sunday school (Kincaid, 120). She is taught that singing folk music on the Lords day is improper, and even though she doesnt sing benna on Sundays at all and never in Sunday school (120), she is explicitly told a few times not to do it. There, it is important for her to be on her best behavior. On Sundays she is shown she must try to walk like a lady and not the slut you are so bent on becoming (120) because how she is perceived on Sundays can be detrimental to her public image. In Good People Lane A. Dean Jr and his girlfriend Sheris values weigh heavily on their thoughts as they consider their options when making a momentous decision. The two are very religious and theyd prayed on it and talked it through from every different angle (Wallace, 152). They are worried about how their society will perceive them and if they are still good people if they go through with having an abortion and never really mention the word in conversation. Even  on the phone they speak in a kind of half code in case anybody accidentally picked up the extension (153). Neither of them goes to a friend or even religious leaders to talk about their situation, not Pastor Steve or the prayer partners at campus ministries, not his UPS friends or the spiritual counselling available through his parents old church (152) because they are ashamed. Specifically, Lane feels like he knew now why it was a true sin and not just a leftover rule from past society (152). In Girl and Good People, the main characters religious values have an affect on who they are in society, a good person or someone who gets to touch the bread (Kincaid, 121). Even though Lane Dean and Sheri had made the appointment, they were still uncertain of their decision. Lane knew he couldnt make up his girlfriends mind because he knew if he was the salesman of it and forced it upon her that was awful and wrong (Wallace, 152) and he knows it isnt his place to make a decision for her. However, he wishes he could know what Sheri is thinking and get her to open up and say enough back that he could see her and read her heart and know what to say to get her to go through with it (152). Sheri knows Lane Dean is a good person, and that he respects her enough to know he cannot force her to side with him, but he still wishes he could persuade her to have the abortion. Ultimately, it is Sheris decision to have the abortion, or cancel the appointment. Similarly, included in the long list of instructions in Girl is how to make a good medicine to throw away a child before it even becomes a child (Kincaid, 120), so the girl can decide for herself whether or not to have an abortion. Beside how to make medicine, the girl is taught other gender specific lessons that include cooking, sewing, laundry, and grocery shopping. She needs to learn how to sew in order to hem a dress so to prevent yourself from looking like the slut I know you are so bent on becoming (120) and looking indecent in public. All of these instructions are aimed to make it easier for the girl to find a husband by teaching her how you set a table for dinner with an important guest†¦ how to behave in the presence of men who dont know you very well (120). Understanding of gender roles and how to behave around men, or be a wife, are important lessons for the girl to learn in order to survive in her society. Class affiliation plays a role in the upbringing of the girl. She is instructed to wash the white clothes†¦ and put them on the stone heap(119) and when buying cotton to make yourself a nice blouse, be sure that it doesnt have gum on it(119-120) because it doesnt matter which social class she belongs to, she still needs to have clean, well-made clothes. Sewing is a useful skill for her, because she cannot afford clothes that are already made, or even premade fabric. Harsh words and phrases that are repeated throughout the story such as slut and wharf-rat boy accentuate the point that there is a certain way for her to behave in society and that if she acts like a slut or associates with wharf-rat boys, people will view her as being lower than them. Unlike the girl, Lane A. Dean Jr seems to belong to the upper middle class based on his name, and the fact that he attends junior college while living at home with his parents. He was named after his father, and perhaps this close affiliation with the patriarch of his family makes him apprehensive of confiding in his parents about his situation. He is close with his mother as well, and she thinks Sheri is good people†¦she made this evident in little ways (150). Lane is worried their decision and their sins mean they will no longer be viewed as good people to the people in their upper class society and knows Sheri can neither [have an abortion] today nor carry a child alone and shame her family (155). Trying to fit in to society, whether upper or lower class can be an arduous task with many lessons to learn and roles to play. Knowing your place and where you fit in determines your success. The ideas and values imprinted on youth to build character and deter bad behavior allow them to conform to society. Works Cited Mays, Kelly J. ed. _The Norton Introduction to Literature._ Portable 11th ed. New York: Norton, 2013. Print. Kincaid, Jamaica. Girl. Mays 119. Print. Wallace, David Foster. Good People. Mays 149. Print.

Beeston Rylands Golf Course Essay Example for Free

Beeston Rylands Golf Course Essay Welcome to my GCSE ICT project. I will be basing my project around a local golf club. I have approached and asked them as to whether they required any ICT solutions. They replied saying that they already had an ITC consultant but had a few problems for which I could produce solutions. Above are some pictures of the course. It is widely regarded as one of the best golf courses in the region. It has over fifty registered members. The club is based in a suburb of west Nottingham. It is regarded as a beautiful piece of land in the middle of the modern town of Beeston. The main course is an eighteen hole Par 70 championship course that has been the host of many major amateur tournaments. It has even had the honour of playing host to the Senior Masters of Great Britain championship. It also has a nine hole par 27 junior course. Naturally the club has a restaurant, complete with licensed bar, and a shop selling all of latest equipment. There also are 4 practise putting greens. For entertainment there are two pool tables and a dartboard. The entrance to the golf club is quite secluded from the main road that runs through Beeston. The population of Beeston is around fifteen thousand. Interview I interviewed Mr Ian Smith the owner of the golf club to try to find possible tasks: RP: Hello, are there any problems in particular with the current system that requires any immediate work? IS: Nothing in particular, but we are struggling with the current system of recording members. The current system is non-computerised. It is currently very slow and subject to errors by staff. We are looking to create a database form it. RP: Anything else? IS: We currently do not have a web page or a logo. RP: What sort of content would you be looking for in a web page? IS: Not a lot really, just a simple homepage with details of our location and how to join; nothing fancy like e-commerce would be required. RP: Would you require a logo on a letterhead? IS: Not really, we already have a letterhead but it is a bit outdated. It is not a large problem however; we dont really need a logo on the letterhead more so on a web page etc RP: I understand the club has a golf store; does it need any promoting. IS: The club shop has been very successful in recent times. In the past we have had leaflets designed, printed and delivered by professionals, however this was a very expensive procedure but was effective. RP: How about tournaments, do they need promoting? IS: Well I suppose you could create posters but we dont think that they would be very successful. RP: Do you send letters to all members with the appropriate handicap notifying them about forthcoming events? IS: No, we currently leave letters at the front entrance with details of tournaments. A system such as you were talking about could prove to be very effective. RP: Have you ever advertised in local newspapers? IS: Yes we did at one time but it didnt prove very successful. RP: I also understand you have a restaurant and bar area, would you require any work in that area? IS: I dont think so but the menu may need rethinking, currently it is very difficult when prices are changed and new system in the changing of prices on the menu could be useful. RP: Thank You for your time, this should give me a good idea of what you require. IS: I hope it all helps. Analysing the Interview At present the golf club does not use a logo. They do, however, have a letterhead. They said that they would like it improving, maybe by adding a logo to it, but it would not be on top of the list of priorities. All records of members are non-computerised. This is a very large problem. They have never sent out individual letters to members concerning tournaments; they usually leave letters about the tournaments at the entrance to the club but believe a mail merge letter could work very well. The club does not have any sort of web page but does very much want to get online. The club has in the past had leaflets designed, printed and delivered by professional leaflet designers, however there is a possibility of creating a much cheaper costing solution. The menu was updated recently and needs little work, however a better system of changing prices could be of use. The club scorecard is very much out dated but more and more people seem to be using electric scoring systems. The club has never published any sort of poster to promote the club and thinks it is unlikely that it would have a great effect. The club did try a small advert in the local paper at one time but this did not seem to have much effect. The logo should be very simple. It should not use many colours. The main background should be white and any text on it should be in a greyscale colour i. e. black or grey. The reasons for this are that we would like the logo to feature prominently in our letterhead. The majority of our letters will be printed on a greyscale printer. We find that colour images may look very impressive on screen but when printed of on these types of printers the effect ends up being dramatically reduced. Letterhead As mentioned before, we would like the logo to feature prominently in the letterhead. We are looking for a modern look that has a unique effect. Space at the bottom of the page as well as the top could be used. It is imperative that it includes all contact details i. e. the clubs address, telephone and fax, website and email details should be included. The task as a whole is very open-ended. Database All we are really looking for is a system to store all of our member details on. We need a system that can filter out different types of members and players with different ranges of handicaps easily. Website Websites have become a very important part of any business. We do not want a very complicated website at this moment, we simply want to get onto the web. The site should maintain a high quality image of the club. It should contain a brief history of the club and some information about the facilities the club has. It should have all of the necessary contact details. There should be a fair amount of graphics showing off the club and the course. We believe we have a beautiful course here and we would like to show this to anybody visiting the website.

Difficulties Arab Students Have Learning English English Language Essay

Difficulties Arab Students Have Learning English English Language Essay Introduction: As a teacher of English to Arabic speaking students I have encountered a number of specific difficulties Arab students have in mastering the English language. In this paper, I would like to focus on a particular grammatical problem they have in the area of verb tenses because, of all the mistakes that my students make, mistakes with verbs and verb tenses impede communication to the greatest degree. The specific problem I will attempt to look at the area of verbs is the problem that Arabic speakers have in using and confusing the present progressive. I will base the evidence for these mistakes on actual writing errors that Arabic students have made. Mistakes such as I am live in Abu Dhabi. come up frequently in my students writing. This paper is basically a contrastive analysis since I feel that the majority of my students problems in this area come from mother tongue interference. However, as will be noted below, this does not mean I rule out other sources of errors such as intralingual errors. The following is the outline of this paper: In the first section of this paper, I will describe the various aspects of the grammatical structure of the present simple and the present progressive in the English language. In the second section of the paper, I will contrast the grammatical structure of the present simple and the present progressive with its Arabic counterparts. I will show how Arabic has structures that vary significantly and radically from their English counterparts. In the third section, I will introduce a number of examples takes from students written work and give an indepth analysis of the possible sources of the errors, mainly with respect to mother tongue interference, but also looking at some possible intralingual sources for these errors as well. Finally, in the last section, I will attempt to suggest a general theoretical approach to dealing with such problems Part One: A grammatical description of the English Present Simple and the Present Progressive: The simple present tense As we already know, the simple present of every verb (with the exception of the verb BE, which I will not be dealing with as a grammatical description since it is not the specific focus of this paper) is identical in every person with the basic unmarked base form of the verb except for the third person forms he, she and it to which we generally add s or es (Quirk 1985, p.98). However, numerous irregularities arise in the spelling and pronunciation of this third person form (Leicester 1998, 12.12)(Thomson 1986, p. 150). Questions are formed by using the auxiliaries do, does, in the present, and did in the past by putting all these before the subject. Negation is formed in the same way using dont (or do not) and doesnt, (or does not) in the present, and didnt (or did not) in the past. These forms go after the subject. In addition, the verb must be changed to the basic form. The simple present is used for statements that are always true, (e.g. The earth revolves around the sun.) (Azar 1989,p.2). The simple present is also used for events, actions or situations which are true in the present period of time and which, for all we know, may continue indefinitely, (e.g. Fatima goes to school at Zayed University.) (Azar 1989, p.2) What we are saying in these expressions is that this is how things stand at the present moment (Huddleston 1984, p.81). A further use of the simple present is for actions that are habitual, things that happen repeatedly, (e.g. We study a lot.) (Alexander 1988, p.163)(Quirke 1985, p.107). Observations and declarations are another use of the present simple, as in the sentence (It says here that there is a new night club opening.)(Alexander 19988, p.163). The present simple can also be used to express the future, especially when we want to express strong certainty, (e.g. When we graduate, we will get jobs.). Swan, Huddleston, Lewis, Thomson and Quirke, et. al. also add eight other functions of the present simple which might come up in other contexts such as: Demonstrations and commentaries (e.g. First, I take a bowl and break two eggs in it, thenà ¢Ã¢â€š ¬Ã‚ ¦..) The structures here comes and there goes, (e.g. here comes your husband.) Promises and oaths (e.g. I promiseà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦., I swear à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦, He deniesà ¢Ã¢â€š ¬Ã‚ ¦..) Formal correspondence (e.g. We write to advise you.) Instructions (e.g. You go left, turn rightà ¢Ã¢â€š ¬Ã‚ ¦.) Stories (e.g. In act one, Hamlet meets the ghost of his father.), which Huddleston calls the historic present. In expressions of understanding such as hear, see, gather (e.g. I hear youre getting married.) Finally, the simple present can be used in newspaper headlines (e.g. RUSSIANS RAISE OBJECTIONS) Since there are so many instances of when to use the present simple, is there any way to summarize all of these? I concur with Lewis explanation that the present simple: 1-Expresses an event as a total single point in time. 2-Expresses an event as a matter of fact. 3-Expresses an event as immediate rather than remote. The present progressive tense Both the simple and progressive forms usually tell us that an action takes place. But the progressive forms also tell us that an activity is or was, or will be, etc. in progress, or thought of as being in progress. In other words, the present progressive tells us that the speaker sees an action as taking place over a period of time as opposed to a point in time. In addition researchers would add that the speaker sees the period as limited (Lewis 1986; Leech, 1975; Huddleston, 1984; Quirke, 1985). The present progressive tense is formed with the present of be (am/is/are) (which adds aspect and voice), said by Quirke to be the finite verb, plus the ing form (the non-finite form) (Quirke 1985, p. 120). There are no complications with the additional ing form; however the spelling of the ing has some irregularities and needs to be taught to students e.g. write, writing; run, running; begin, beginning; lie, lying). (Alexander 1988; Huddleston 1984; Quirke 1985). Question formation takes place by switching the place of the auxiliary be and the subject. Negation is achieved by inserting not between the subject and the auxiliary or by contracting nt with the auxiliary verb forms (with the exception of the first person singular form am) (Quirke, 1985). In the classroom, the classical reason given for why we use the present progressive is that it shows an uncompleted action in progress at the time of speaking. To emphasise this, we often use adverbials like now, at the moment, just, etc. For example, Hes not home at the moment, hes working. (Quirke 1985). The present progressive can also be used to describe actions which have not been happening for long, or are thought of as being temporary situations, and which are going on around now, e.g. Abdullah is living with his aunt until he can find a place of his own.. A further use of the present progressive is to refer to activities and events planned for the future. We generally use adverbials in such sentences unless the meaning is clear from context, e.g. Were spending next Thursday in Abu Dhabi. (Azar 1989; Huddleston 1984; Quirke 1985). The present progressive can also be used to talk about developing and changing situations, e.g. That child is getting bigger all the time. (Swan 1980). Sometimes the present progressive can be used to talk about feelings, such as I am feeling fine. or My back is hurting me.. The present progressive is used to show repeated actions along with adverbs such as always, constantly, continually, forever, perpetually, and repeatedly, such as He is always helping people.. In this sense it conveys not temporariness, but continuousness. (Leech 1975; Huddleston 1984). The present progressive also is used to show repeated actions that are happening around now, e.g. He is studying a lot of English these days. Why is he going to the library? (Swan 1980). Dynamic versus Stative Verbs in the present simple and the progressive tenses Dynamic/progressive verbs refer to verbs which show actions which are deliberate or voluntary, e.g. Im building a house., or changing situations, e.g. Hes becoming fat.. Dynamic verbs can be used in both the progressive as well as the simple forms e.g. I eat at 5:00 (everyday). as opposed to Im eating now.. Stative verbs (also known as non-progressive verbs) are verbs which indicate a state, condition or experience. Specifically, stative verbs fall into categories such as feelings (like, love), thinking/believing (think, know, realize), wants and preferences (need, want), perception and the senses (smell, see), and being, seeming, having, and owning (seem, look, appear). Stative verbs are generally not used in the progressive forms (Quirke 1985). However some stative verbs can be used in both the present simple and the progressive tenses, which results in a different meaning in each form, e.g. Im thinking of a solution. as opposed to I think he is the best man for the job. or These flowers smell good. as opposed to Latifa is smelling the flowers in the garden.) (Alexander 1988; Azar 1989; Azar 1986; Quirke 1985). The present simple versus the present progressive Swan makes note of a number of areas where students might confuse the present simple with the present continuous. A. We use the simple present to talk about things that are true for the present period of time, or, as was noted above, to say this is how things stand at the present moment for the foreseeable future. However, if the event is temporary and is taking place right now, we use the present progressive. Afrah studies at the Higher Colleges. Afrah is studying her English lesson. B. We use the present progressive to talk about habitual actions if these are happening around the moment of speaking. Fayrouz and Fatima are preparing for the Eid holidays. However, if the habitual action is not closely connected to the moment of speaking, we generally use the present simple. I go to Saudi Arabia once every three years. C. Verbs that refer to physical feelings can sometimes be used in either the simple present or the present progressive. I feel great! or Im feeling great! My head hurts. or My head is hurting. (Swan 1980). PART TWO A grammatical description of the Arabic present simple and the present progressive In this part of the paper, I would like to give readers a very brief background of the Arabic verb system in regard to the simple present and the present progressive. The Arabic verb system is very complicated. However, this does not mean that a teacher has to master the Arabic language before s/he is able to pinpoint errors that may be a result of the interference of Arabic in English. One can study the Arabic language with the goal of simply understanding the structure, rather than with the goal of speaking and writing in the language. Let us first look at the present simple, then the present progressive, and finally the verb to be since all of these grammatical items are specifically relevant to the particular problem at hand. A.The Present Simple In Arabic, the formation of the present simple is radically different from English, since Arabic uses a root system made up of the three most important consonants (though two or four consonant roots do sometimes occur). In Arabic the three basic consonants (the root) stay the same but it is by changes in the vowels, the suffixes and the prefixes that tense and number are indicated. It is vastly more complicated than the way some English verbs change tense by changing vowels, e.g. give, gave. For example, the sentence, he learns could be represented phonetically by ya-droo-soo. The d-r-s is the root, ya is the part that indicates this is a third person singular masculine verb (though this is not the pronoun). The pattern of the vowels and consonants (ya + c1 + c2+ oo + c3 + oo), lets the speaker know that this is the present tense. In contrast, the past could be represented by a different pattern; hence, he learned, dar-ah-sah has the pattern (c1 + ai or ah + c2 + ai or ah + c3 + ah) (and this is just one pattern out of ten!) From a sentence point of view the verb in Arabic is not necessarily treated as the nucleus of a sentence and, in the case of the copula verb BE, can be omitted entirely (as we shall see below). The verb can also be placed at the beginning of the sentence. Like its English counterpart, the present simple tense in Arabic expresses a habitual action. There are other functions, but they are not relevant to this discussion. B.The Present Progressive In general, the present simple form is also used in Arabic to express the idea of a continuous action occurring in the present. Hence, the English sentence He is working now. in Arabic becomes He works now. (represented phonetically by huwwah yaamaloo al eyn.) What is he doing? in Arabic becomes What does he do? (represented phonetically by mehzah yafaaloo al eyn?) Hence, in almost all cases, the present simple form is used to show the idea of continuous action in the present. However, there is a single verb form in Arabic called the ism-ul-fail which is the exact parallel to the idea of continuous action. However, the difference in Arabic is that the ism-ul-fail is used very sparingly compared to English and then only for some very specific verbs of movement, or verbs that indicate changing from one state to another (going up, going in, going down, walking to a place, leaving a place, etc.). Since the ism-ul-fail is radically different in form from the English progressive it is doubtful that any interference in form occurs. C.A Few Points About The Verb BE as a Copula Although BE as a copula is not the focus of this paper, it does deserve mention here for two specific reasons. The first point is that BE in Arabic, when it is the copula in the present tense, is unwritten and unspoken (although this is not true of the copula in the past tense or the future where it is written and spoken). (Kharma, 1989, p. 89). For example, the literal translation of the sentence Ahmed is a student. is Ahmed student.. So it is conceivable that students might leave BE out as a copula OR as the helping verb in the present progressive because it does not exist in the present tense in Arabic (although there are other additional reasons why students might forget to add it to the present progressive as we shall see). The second point is that BE is used so often in English, in so many different kinds of structures, and that it is so irregular, that it might simply add to the confusion of students (Kharma 1989, p. 161). Students who keep on being corrected for leaving out the verb to be when it is necessary, may for example, hypercorrect themselves and start to write it everywhere. Again, we shall explore this issue further below. PART THREE A look at some common written errors made by Arabic speaking students when using the English present simple and present progressive Finding the exact causes of any error can be a difficult and meticulous task. This is partly because there may be multiple reasons as to why students make one particular error and these causes may also overlap at any given time. In addition, it is extremely problematic, even for a native speaker of both Arabic and English, (which I am) to know exactly what is going on linguistically in the mind of a student when s/he makes such an error. However, having said that, even with these obstacles, we can at least make some good hypotheses and lists of possibilities as to why these errors occur with our own students. As a result, we will be able to generate classroom strategies and methods in order to correct and remedy these sorts of mistakes. The following categories of errors are the most common that I have found in students written work with regards to the simple present versus the present progressive. I will look at each category in turn, and offer an analysis of the sources for these types of error. Category One Fatima studies now. Ahmed does his homework now. In these sentences, the intention of the Arabic speaking writer seems to be to convey the meaning of what in English would be a present continuous action, expressed by the present continuous tense. This is clear by the use of the adverb now or in the case of other examples not shown here, from other adverbs or the context of the sentence. In examples one and two, the Arabic speaker seems to be transferring the rules of his native language into English. The Arabic speaker usually uses only the present simple to express events that would be expressed in English by both the present simple and the present continuous. Category Two Mariam cant talk, she eating now. This kind of mistake is a bit more problematic in terms of analysis. It could be that the Arabic speaker, feeling that the full meaning of the action is expressed in the verb with the ing, has decided that the am/are/is forms are redundant and unnecessary. It could also be the case that this mistake is a direct transfer of a particular grammatical form in Arabic. In certain cases Arabic speakers do express the present continuous with a verb and prefix change (called ism-ul-fail), but without the corresponding be form. For example, the literal translation of the sentence Ahmed is running. is Ahmed running. . Category Three Are you knowing the way to Dubai? I am wanting to see my family. In this case, the student has learned the present progressive form, but is over generalizing it to all verbs (or perhaps does not remember or has not been taught the rules for exceptions such as the above). These types of errors could very well be intralingual. This over generalization could also be found in sentences that have the function of explaining, demonstrating teaching or narrating such as: Next I am pouring the oil into the cooking pan. Ali is passing the ball to the goalkeeper. Category Four I am live in Abu Dhabi. We are study English. This category is probably the most difficult to analyze. This is because it is unclear whether the Arabic speaker is making the mistake of adding the additional am/is/are form while trying to use the present tense, or making the mistake of forgetting to use the present participle while trying to use the present progressive tense. That is, did the speaker intend to say I live in Abu Dhabi. and use the extra am form by mistake, or did s/he intend to say I am living in Abu Dhabi. and forget the correct present participle form? Of course, there are other possibilities but these seem like the two most likely. We must obviously look at the context of the paragraph to see if we can get the gist of what the speaker meant. The following is a more detailed analysis of these two possibilities from the standpoint of the students reasoning. 1. If we believe from the context that the student was trying to use the present simple and added the additional am in error, then the following analyses apply: A. The student may be confused by the lack of inflectional endings in English, since Arabic is a highly inflected language, and every personal pronoun has a distinct corresponding inflected verb form. The similarity of the verb forms in I live, you live, etc. may seem very awkward to the Arabic speaker. Hence, they may want to remedy the situation by distinguishing the verb forms in some way by, for example, adding an exceedingly familiar and overused verb form like am, are, or is. B. The student may be over generalising based on what they have learned about the present continuous. That is, they may have learned how to form the present continuous quite easily since there is no mother tongue interference from Arabic, (although they may not have mastered its use). They then may go on to conclude that every verb in the present simple or present continuous in English needs to be preceded by am/is/are. C. Similarly, the student may be hypercorrecting. They may have been corrected so many times for forgetting to use the verb BE in their sentences e.g. Ahmed happy, that they may start to feel that every sentence needs the verb BE. 2. However, if we believe that the student was trying to use the present continuous tense and used the present simple live (instead of the present participle living), then the following analyses apply: A. The student may not have correctly understood how to form the present participle by adding ing to the end of the verb. B. Perhaps students have simply forgotten to add the ing prefix because the structure is so different in their language. This is by no means an exhaustive analysis. However, these are, from my experience and collaboration with other colleagues, both native and non-native speakers, some of the major possibilities. PART FOUR Pedogogical implications of the above research for teaching the present simple and the present progressive to Arabic speaking students From the evidence I have presented here, I believe it is clear that many of the mistakes in using the present simple and the present progressive in form (such as omission of the verb to be in the simple present for Arabic speakers, e.g. I studying), as well as other mistakes in usage (e.g. using the simple present when the present progressive is required) seem to be traceable directly to Arabic mother tongue interference. Based on my analyses, reading and discussion with colleagues, I do feel that in this particular area, teachers of EFL to Arabic speakers must consider mother tongue interference as a major impediment to learning the present tense versus the present progressive. If we know that mother tongue interference is the cause of many errors, what should this imply for our teaching? One thing which I think it does not imply is that we teach English from the point of view of the mother tongue. For example, trying to get students to understand English grammar through word for word translations or using the grammatical structure of Arabic to help students to understand the grammatical structure of English are only useful in certain cases, and then only by someone who is a master of both languages. My experience in reading the research, being bilingual and talking to Arabic speaking students who are at the final stages of their English studies leads me to believe that, at least in the case of Arabic and English, that the two languages are sufficiently different that they are both best looked at in their own respective grammars. Students must be made, not only to think in English, but to understand English grammar in terms of English grammar without constantly switching back and forth to compare it with Arabic. Such practices are ineffective and will cause confusion among students. As Lewis says students should never expect the foreign language to be like their ownà ¢Ã¢â€š ¬Ã‚ ¦..the fact that English has verb forms that contain [be] as an auxiliary does not suggest that other languages ought to have a corresponding formà ¢Ã¢â€š ¬Ã‚ ¦.students should be positively encouraged to explore the foreign language within itself rather than through the expectations they bring from their own. (Lewis, 1986, pp. 164-165). In addition, I should add that intralingual factors can also be at work when students make such errors (in addition to context specific factors like student motivation, teaching style and competence, etc.). For example, on the intralingual side, we know that students of ESL from many different language groups and even children make common mistakes with the verb to be. Therefore, many such mistakes might be intralingual. (Mattar 1989). Hence, when we try to analyse our students errors we should not be prejudiced to any one theory and we should try to be open to looking at all possible sources of errors. What we as teachers should be doing in the classroom is continually collecting research on student errors and student learning styles in order to form hypotheses about why such errors occur and why such one approach worked and another didnt. We should then be trying to test these hypotheses to see if they are true or not, and afterwards share this information w ith other teachers in similar situations. Only then will we be able to understand why students make errors and what is the most effective way to correct them. Word count: 4,161 words

The Search for Identity in This Side of Paradise :: This Side of Paradise Essays

The Search for Identity in This Side of Paradise  Ã‚   In F. Scott Fitzgerald's novel This Side of Paradise, Amory Blaine searches for his identity by "mirroring" people he admires.   However, these "mirrors" actually block him from finding his true self.   He falls in love with women whose personalities intrigue him; he mimics the actions of men he looks up to.   Eleanor Savage and Burne Holiday serve as prime examples of this.   Until Amory loses his pivotal "mirror," Monsignor Darcy, he searches for his soul in all the wrong places.   When Monsignor Darcy dies, Amory has the spiritual epiphany he needs to reach his "paradise" - the knowledge of who Amory Blaine truly is.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Amory appears to be a rather vacuous choice for a protagonist.   He relies mainly on his breathtaking handsomeness and wealth in order to get by in life.   He has been endowed with brains, but it takes him years to learn how and when to use them.   Amory spends his late high school and college years frolicking with his peers and debutantes.   By constantly associating with others Amory creates an image of himself that he maintains until he becomes bored or finds a new personality to imitate.   Amory does not know who he really is, what he truly feels, or what he thinks.   He merely cultivates his personality du jour depending on how he believes he would like to be.   Essentially, Amory is shopping at a personality store, trying each one on until he can find one that fits.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This personality imitation began when Amory spent his adolescent years in the presence of his flamboyant mother, Beatrice.   Beatrice raised Amory to be what she wanted him to be, as long as it was stylish and acceptable to coeval virtues.   When he goes to Princeton, the separation from his mother, who essentially thought for him, leads Amory to search for himself.   However, his idea of searching for his identity entails merely simulating the personalities of those he admires.   This trend becomes obvious in the pattern of Amory's love interests.   His first conquest, Isabelle, is a strong-willed girl who knows what she wants.   Amory falls in love with her because of her distinct personality; perhaps subconsciously he feels that by being in her presence he makes up for not having a personality of his own.   Amory's next love, Rosalind, represents Amory's latent desire for the riches and luxuries that he lost with the death of his parents.

Sparta: Uncultured Discipline Essay -- essays research papers

Sparta: Uncultured Discipline The Spartans were the most formidable warriors in all of history. They dedicated their entire lives to warfare. They were taught to endure cold, hunger, pain, their courage on the battlefield was second to none. The Spartan code was to fight hard, follow orders without question and to die rather then retreat or surrender. To achieve all this, Sparta sacrificed everything; the arts, culture, and other things that make life worth while. I believe the price was to high they went to far and shut off all that was creative and human in Sparta. A culture that can't change or adapt doesn't survive. This is exactly what happened , after a single major defeat in 360 B.C Sparta was no longer a significant factor in the region (Isaac Asimov, 1965, p. 178). The original founders of "modern" Sparta were the Dorians. At around 1100 B.C these savages came from the north into what is today Greece. They attacked the Mycenean civilization thriving there and quickly defeated them. The secret behind the remarkable victories against the Myceneans was iron, the Dorians knew how to forge iron weapons which completely outclassed the bronze weaponry of the Myceneans (Carl Roebuck, 1966, p. 119). In Mycenean times Sparta had been a important city, but after Dorian conquest it sank to insignificance. Over the next three hundred years it recovered and began to prosper. By 800 B.C it ruled over the region called Lacedonia. Up to about 650 B.C Sparta was pretty much like every other Greek state. They had music, art and poetry. During the seventh century, a musician named Terpander came to Sparta and established himself their. He is called the "father of Greek music," he's also supposed to off improved the lyre (a harp like instrument). The most widely known Spartan musician was Tyrtaeus. He lived during the Second Messenian War and his music inspired many Spartan soldiers to new heights of bravery (Isaac Asimov, 1965, p. 53). But then something happened, a war with the Messinians. The First Messenian War broke out in 730 B.C, when the Spartans marched into Messenia eager for more land. After 20 long years of war the Messenians were forced to surrender. They were made into helots (slave... ...sp; In order to achieve military glory the Spartans gave up nearly everything. Later on Greeks from other city states admired the Spartan way of life because it seemed so noble. They were wrong to think this way, to art, music, literature and other such pursuits they donated nothing. She only had a cruel, inhuman way of life to offer, dependent on a barbaric slavery of most of her population, with only a kind of blind animal courage as a virtue. Before long the Spartan way of life was more show then substance, Sparta seemed strong as long she was victorious, but other states could survive defeat and rise again. After a single major defeat (against Thebes) Sparta lost her domination of Greece. This catastrophic loss exposed the Spartan fraud and disposed of her. Reference List - Asimov, Issac. (1965). The Greeks A Great Adventure. Boston: Houghton Mifflin Company - Hillyer V.M, E.G Huey. (1966). Ancient World 500 BC - 500 AD. New York: Meredith Press - National Georgraphic Society. (1968). Greece and Rome Builders of Our World. Washington D.C: Author - Roebuck, Carl. (1966). The World of Ancient Times. New York: Charles Scribner's Sons

To His Coy Mistress Essay: Imagery, Symbolism, and Descriptions

Imagery, Symbolism, and Descriptions in To His Coy Mistress Andrew Marvell in his poem describes a young man convincing his fair mistress to release herself to living in the here and now.   He does this by splitting the poem up into three radically different stanzas.   The first takes ample time to describe great feelings of love for a young lady, and how he wishes he could show it.   The idea of time is developed early but not fully.   The second stanza is then used to show how time is rapidly progressing in ways such as the fading of beauty and death.   The third stanza presses the question to the young mistress; will she give herself to the young man and to life?   Although each stanza uses different images, they all convey the same theme of living life to the fullest and not letting time pass is seen throughout. Marvell uses imagery, symbolism, and wonderful descriptions throughout the poem.   Each stanza is effective and flows easily.   Rhyming couplets are seen at the ends of every line, which helps the poem r ead smoothly.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Marvell uses many images that work as tools to express how he wishes to love his mistress in the first stanza of the poem.   From line 1 to 20 Marvell tells his mistress how he wishes he had all the time in the world to love her.   In the very first line Marvell brings up the focus of time, â€Å"Had we but world enough and time/This coyness, lady, were no crime†.   The second line shows the conflict that the author is facing in the poem, her coyness.   Marvell continues from these initial lines to tell his mistress what he would do if he had enough time.   In lines, three and four Marvell talks of â€Å"sitting down† to â€Å"think† where they will walk on their â€Å"long love’s day†.   All of these word... ... before their â€Å"quaint honor turns to dust†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Andrew Marvell successfully writes about a delicate subject without coming off as dirty or disrespectful to the subject of sexuality.   Each stanza carries a different way of looking at the same subject.   The way Marvell speaks in the first stanza shows that he is not being impetuous, that he does love his mistress.   He creates a sense of timelessness and then in the second stanza he sweeps that away and introduces death as frightening but unavoidable.   He realizes how precious time is and is very effective in convincing his mistress of this fact as well.   The last lines leave the reader with the image of this couple conquering and taking advantage of time by making the sun run.   This poem would not be what it is without the detailed imagery, symbolism, and metaphors that Marvell applied to each stanza.  Ã‚  Ã‚  

Moss and Mcadams

Moss and McAdams Accounting Firm In the Moss and McAdams Accounting Firm also know as M and M, Bruce Palmer has just been promoted to account manager. He has been assigned to lead and manage the Jacksonville Audit. Zeke Olds has been assigned as one of the five accountants on the Jacksonville Audit and is known as an innovator in regards to problem solving. The firm operates under a matrix organizational structure which requires Palmer to share his valuable resource, Zeke Olds, with a team that is being managed by Ken Crosby. Crosby is responsible for managing special consulting projects and has requested that Olds also be assigned to his Springfield project. Over the course of about two months, there were several issues between Palmer’s and Crosby’s teams with having to share Olds. Ultimately, it resulted in Olds being reassigned to work on the Springfield project full time instead of be shared between the two teams. This paper will examine what response a project manager should provide if faced with the same issues Palmer faced within the case. Secondly, this paper will examine what Palmer could have done to avoid losing Olds. In addition, this paper will discuss the advantages and disadvantages of operating under a matrix organizational structure. Finally, this paper will examine what the management of Moss and McAdams can do to more effectively manage situations like what occurred in case. Doing Things Differently Over the course of six weeks of having to share Olds between the Jacksonville Audit and the Springfield project, Palmer experienced several issues with Crosby. At the initial phase of the project, both Crosby and Palmer agreed that Olds would dedicate his mornings working on the Springfield project and his afternoons would be dedicated to working on the Jacksonville project. From the onset, Crosby continually continue to disregard the agreed upon terms of the work schedule. If I were Palmer there are several things I would have done differently in an effort to not lose Olds, but more importantly, decreasing the impact upon my projects schedule. I would have definitely added having to share Olds as a risk factor in regards to meeting my projects baseline deadline and cost. In addition, additional time would have been added into my baseline schedule to reflect having to share Olds. All of these risks would have been communicated to upper management and to Sands to ensure that they were aware of the cost and time impact with having to share Olds. If management insisted on moving forward, I would have negotiated with Sands and Crosby that Olds be assigned to the Springfield project in exchange for adding two accountants onto the Jacksonville Audit. Basically, the Jacksonville audit appears to require accountant auditing skills. Olds has a reputation for being an innovative problem solver and his skill set seemed to be better suited for the Springfield project. The requirement for my project is to conduct and audit which accounting skills is key and should be able to be performed by other accountants at the firm. By adding 2 additional resources to my team to replace the one resource, I may be able to complete the project in less time and save money. Escape the Inevitable Palmer possibly could have possibly done several things to avoid losing Olds. However, given Olds skill set and his apparent ability to come up with innovative solutions, it is possible that the Olds would still have lost interest in conducting an audit as opposed to working on the special consulting project team. However, if it Olds was a vital resource for the Jacksonville Audit, Palmer could have possibly reduced the impact to his schedule and budget by seeking out a solution sooner than he did. Initially, he could have requested a meeting with both Crosby and Sands after the first week of experiencing issues. This would have brought to light the potential negative impact to the Jacksonville audit which still would ultimately impact Moss and McAdams. Palmer could have gotten greater commitment from Crosby and ask for some type of penalty or consequence each time there is no adherence to the agreed upon work schedule. Living in a Matrix According to Gray and Larson (2008), a matrix type of organization is one in which a hybrid organization form of a project management structure is placed directly over the functional order of the normal business operations. Typically, this type of organizational structure has two chains of command and the project participants have to report to two separate chains of command. This type of structure is designed to use resources efficiently. It is also intended to provide an optimal solution while being able to accomplish multiple projects at the same time. According to Gray and Larson (2008), there are several advantages and disadvantages to this type of organizational structure. The advantages of this type of structure are that it allows multiple projects to go on at the same time by sharing resources. It also allows the project managers to focus on coordinating and integrating different units or resources that can be integrated into several functions within the organization. Also, at the completion of a project, it is easier for project participants to transition from one team to another. Lastly, it allows greater flexibility by allowing the sharing of resources. According to Gray and Larson (2008), there are several disadvantages to operating under a matrix organization. One of the disadvantages of a matrix organization are infighting between project teams because of having to share resources. Another disadvantage is that is it can be stressful for team members with having to report to more than one chain of command. In addition, it can slow projects down as a result of having the teams to agree on items that impact multiple functional areas. Effective Management The management at M&M definitely has their hands full with operating under a matrix umbrella. Palmer experienced several issues with attempting to manage his project. The Moss and McAdams firm could have done a few things to help out in his situation. My first recommendation is that they implement a project management office instead of having Sands to operate within this capacity. Her role is that of office manager and I don’t believe with her other duties that she can effectively manage assigning personnel to different teams. In addition, the project management office would ultimately see the percentage that resources are actually being allocated to a project. Overseeing cost and time is something that the project management office can oversee and provide insight to each project team. According to CIO. com out of four hundred and fifty people were surveyed about the benefits of the formation of a project management office (PMO). Thirty seven percent of those surveyed reported a sixty five percent success rate increase with the usage of a PMO. It is my belief that this firm would greatly benefit from the implementation of a project management office. In addition, they could implement some type of policy in regards to team members that are not being team players. Management should step in to help out in these types of situations. Ultimately each project team is combined together to make up one firm which is Moss and McAdams. Conclusion Overall this was a great case to review. It provided a lot of insight into possible things a project manger may be faced with. It was pretty obvious that Palmer definitely reacted later rather than sooner. In doing so, his delayed reaction impacted his project timeline and cost while Crosby continued trucking right along. It appears that identifying a problem quickly and working to resolve it quickly can be a key that either makes a project success or failure. References Gray, C. , and Larson, E. (2008). Bus517: Project management: The managerial process: 2009 custom edition (4th ed. ). Boston, MA: McGraw-Hill. Why You Need a Project Management Office. (2003). Retrieved from CIO. com: http://www. cio. com/article/29887/Why_You_Need_a_Project_Management_Office_PMO

It210 Final

IT 210-Final Currency Conversion Program Florence Sanders IT/210 Fundamentals of Programming with Algorithms and Logic September 16, 2012 Ed Addison Application-Level Requirements List 1. User screen that prompts user 2. Display prompts main user title screen 3. Main user screen provides short description explaining use of program 4. Calculations of currency is executed with valid inputs 5. Provides option to clear input fields Input| Process| Output|Currency TypeCurrency AmountExchange Rate| Get user input| Currency Type Currency Amount| Currency Type| Foreign Exchange Currency | Currency Type| Enter currency amount| Calculate total| Currency Amount| Foreign Currency amount | Convert to US dollar| US currency amount| Currency TypeCurrency AmountExchange Rate| Display results| Conversion of foreign currency into US Dollars| Main Module Main Module Display_Resluts Module Display_Resluts Module Get_Int_Value Module Get_Int_Value Module Display_Menu Module Display_Menu Module Convert_Cu rrency Module Convert_Currency Module Control Flow Diagram—Main Control ———————————————— Begin Display Menu Quit ? Provide exit message Display Menu Yes No Convert Currency Display results End Begin Display Menu Quit ? Provide exit message Display Menu Yes No Convert Currency Display results End ————————————————- Control Flow Diagram—Display Menu Begin Selection menu Valid selection ? Error 4 : Invalid menu selection No Yes End Quit ? Yes Provide exit menu Quit Verified ? Yes Take selection from user Get_Int_Value No Conversion Verified ? No Yes No Begin Selection menu Valid selection ? Error 4 : Invalid enu selection No Yes End Quit ? Yes Provide exit menu Quit Verified ? Yes Take selection from user Get_Int_Value No Conversion Verified ? No Yes No | Control Flow Diagram—Get_Int_Value Tell user to enter number Tell user to enter number Take input from user Take input from user Error message Error message Error message Error message | Control Flow Diagram—Convert Currency French ? French ? Japanese? ? Japanese? ? Mexican? Mexican? Begin Canadian ? Rate=Canadian Rate English ? No No No No No Yes Yes Yes Yes Yes Rate =Mexican rate Rate=pound rate Rate=Japanese rate Rate = French Rate Rate = 0 . 0 US Value =Rate*Int_Value End Begin Canadian ? Rate=Canadian Rate English ? No No No No No Yes Yes Yes Yes Yes Rate =Mexican rate Rate=pound rate Rate=Japanese rate Rate = French Rate Rate = 0 . 0 US Value = Rate*Int_Value End | Control Flow Diagram—Display_Results Nation=French Currency=Francs Nation=French Currency=Francs Nation=Japanese Currency=Yen Nation=Japanese Currency=Yen Nation=English Currency=Pound Nation=English Currency=Pound Nation=Mexican Currency=Pesos Nation=Mexican Currency=Pesos Japanese ? Japanes e ? English ? ? English ? ? Mexican ? Mexican ? Canadian ? Canadian ? Invalid Selection Invalid Selection |Final Project Currency Conversion Psuedocode Main Module Declare selection as integer Declare currency Type as Integer Declare international Value as real Declare US Value as real Do while user wants to continue Display Menu Get International Value Convert Currency Display Results End Loop Print exit message End Main Module Display Menu Declare continue as Boolean Set continue = true While continue = true Display â€Å"Welcome to the international currency conversion program† Display â€Å"Please make a selection† Display â€Å"international Currency Types:† Display â€Å"1: Canadian Dollars†Display â€Å"2: Mexican Pesos† Display†3: English Pounds† Display â€Å"4: Japanese Yen† Display â€Å"5: French Francs† Display â€Å"6: Quit: Display â€Å"Enter a selection:†; Input Currency Type If Currency Type >= 1 AND currency Type 0 AND international Value