Time for My Online MBA Essays

Time for My Online MBA Essays Time for My Online MBA Essay Time for My Online MBA Essay I am not what you would call an atypical woman, especially these days. I am married, I have two children who are in elementary school, I work full time, and spend the bulk of my remaining time running here and there between doctor appointments, school functions, and the variety of other activities that take place for us on a weekly basis. Of course, my last priority – which is often the same for women everywhere – is myself. And so when I recently began toying with the idea of going back to school, I mostly pushed it to the back of my mind; doubting that I would able to swing the schedule that would be necessary to pull off such a feat. But that was before I learned about online degree programs. Sure, I’m on the computer every day – just like everyone else. I knew there was a smattering of programs available for going to school â€Å"online.† But I just assumed that was the last resort; the only option for someone who was unable to be accepted to a â€Å"regular† school. But I was wrong. Having done a lot of research lately in finding a way to juggle my schedule and still earn my MBA (the program I was committed to doing), I learned that a majority of highly ranked, completely reputable colleges and universities (many of which also offer traditional degree programs on their campus) offer online programs including an online MBA, online IT degree, and even a Masters in Education, among others. Not only is the online MBA program that I’m considering just the same as the program I would be doing if I attended campus, it allows me to do what I need to do without sacrificing my current work and family needs. I’m starting my online MBA program next month and I’m really excited. Now I’ll be able to logon at night and on weekends to complete my reading and schoolwork – and still be able to keep up with my other responsibilities.

5 Online Courses on Advanced PowerPoint Training

5 Online Courses on Advanced PowerPoint Training 5 Online Courses on Advanced PowerPoint Training Advanced PowerPoint training is important for college students. However, finding the right course is equally essential because you actually need to learn some useful skills. Below you can find the list of 5 online courses that will help you to learn the ropes of the key advanced PowerPoint features: Microsoft PowerPoint Course by Virtual Training Company With this training, students can learn to create presentations, edit presentations and collaborate on them no matter where they are. Students can make their ideas really shine when they integrate various fonts and themes for their presentations, incorporate animations, and even in bed videos. PowerPoint provides students with multiple templates for different reports, portfolios and educational presentations that they have to make. Eye-Catching Presentations Using PowerPoint by Udemy With this course, students can look over different templates from other users and they can create new presentations from anywhere even if they dont have an Internet connection by way of using their phone, tablet, or computer. Students can work collectively at the same time on a single PowerPoint slide. PowerPoint 2016 (Office 365) by Learn IT Anytime This particular training is great for students who are more advanced in their PowerPoint familiarity. Students who are tasked with preparing a handful of slides which they will contribute to a larger group presentation can all work together on the same presentation document. They can collaborate in real-time, make edits, keep track of their edits and revisions, and communicate with other users while they are doing it. All of the changes which are made are sorted by date and by the person who made the different changes so any reviews versions of the same presentation can be viewed by every user. Beginner to Pro in PowerPoint by Udemy Students who need specialized training for a certain class, say, in finance or business, can learn all about the different charts and graph features available to presenting data. If one student is using PowerPoint for their contribution to the group project, it can be opened by other students, edited, and saved to the presentation. In addition to this, students can present their final work without a huge set up. PowerPoint is supported by almost any device in the classroom. Microsoft PowerPoint Course by Alison With this training, students will learn to use shortcuts, templates, and all of the inbuilt features of the program. Students and teachers can insert images and videos into the presentation which are relevant to the demonstration of their knowledge and subject, and all of this information can be published within a website. This extends far beyond the classroom and allows administrators and teachers alike to create presentations and then post them to a classroom or academic institution webpage that is created through the same Google applications. This information might be something applicable to the student body, to a department, or to a classroom individually. In the end, PowerPoint functions as a presentation application which allows students and teachers to show off the work that theyve completed in a very visually appealing manner. This way students, teachers, and administrators alike can create presentations and edit them as they prefer. They can edit existing presentations with friends, peers, or coworkers, and share an existing presentation with one another in an effortless fashion. Users can import PowerPoint files of any format and convert them to a presentation. All presentations can be downloaded as a presentation format using a PDF, PowerPoint, JPEG, or text file. Overall, you can always contact professional PowerPoint presentation writing services provided by our company.

Aerobic Respiration of germinating and non-germinating peas Lab Report

Aerobic Respiration of germinating and non-germinating peas - Lab Report Example It entailed the use of 25 germinating seeds and 25 non-germinating seeds of peas. The non-germinating seeds were used as a control experiment in the study. Its aim was to prove that respiration is a major process in the germination of seeds with CO2 as its byproduct. 25 germinating peas were obtained and dried between two pieces of paper towel. A thermometer was used to measure room temperature which was recorded in table1. The germinating peas were placed in the respiration chamber and a shaft of CO2 gas sensor placed in the opening of the chamber. After one minute carbon dioxide concentration was measured continuously for 5 minutes and results recorded. After 5 minutes, the CO2 gas sensor was removed and the peas placed in a 100 ml beaker full of cold water and an ice cube. Air was then channeled into the CO2 gas sensor for one minute through the probe shaft openings. The respiration chamber was then filled with water then emptied and dried thoroughly on the inside with a paper towel. The rate of respiration was then determined by moving the mouse pointer to the point where data values began to increase. The mouse pointer was then drugged with the left mouse button held down to the end of the data then released. The linear fit button was then clicked to perform a linear regression. The slope of the line was then recorded in table 2as m which is the rate of respiration for germinating peas at room temperature. The data was then moved to a stored run by choosing the store latest run from the experiment menu. There after 25 non-germinating peas were obtained and placed in the respiration chamber and the procedure repeated for the non-germinating peas. From the beginning before one minute elapsed immediately germinating peas placed in the respiration chamber and CO2 sensor placed, it was noted that the concentration of CO2 began to increase in smaller margin. After the one count, Co2 concentration

A Little Labor Knowledge Could Go a Long Way for HR as Unions Push Essay

A Little Labor Knowledge Could Go a Long Way for HR as Unions Push Into Private Sector - Essay Example 5. Secondary issue(s): The need for organizations to apprise themselves on current labor laws stemmed from the thrust of the National Labor Relations Board to familiarize themselves on the National Labor Relations Act which incorporates rights of the employees both in union and nonunion places. Further, current issues that emerged focusing on social media and â€Å"whether employer crackdowns on its use by employees venting about their job violates the National Labor Relations Act† (Pyrillis, 2011, par. 5). 6. Relationship of primary article discussion to this course (Strategic Planning & Implementation): The article discussed issues pertinent to the need for contemporary organizations to revert to giving significance in the role of industrial relations and labor laws. Upon closer evaluation, the article’s discussion is related in scope to the Strategic Planning and Implementation course in terms of anticipating changes in the external environment and assuming a more pr oactive than a reactive stance. As learned from the module, â€Å"strategic planning is a step by step process with definite objectives and end products that can be implemented and evaluated. Very simply, it is a process by which we look into the future, paint a picture of that future based on current trends, and influence the forces that will affect us† (Ahoy, 1998). 7. ... d to incorporate knowledge of current labor laws and industrial relations in anticipation of future trends that see the increasing importance of these functions in human relations management. In the article written by Lieberman (2010), she stressed that through effective application of strategic planning process, organizational success can be ensured. She enumerated six steps in the strategic planning process, to wit: â€Å"1. Identify the problem; 2. Outlining the process for developing appropriate strategies; 3. Establishing success criteria; 4. Brainstorm, prioritize, and select viable strategies; 5. Articulate clear, measurable action plans; and 6. Define ways to measure progress and success† (Lieberman, 2010, p. 1). As these appears to be a standard planning process, the differentiating factors emerge as the organizations’ ability to design appropriate strategies given the identified problems and in line with their mission and goals. Linking this discourse to the p rimary article, it can be deduced that lessons from stategic planning courses emphasize the need to look into the future so that the design of strategies would incorporate future trends and therefore the proactive stance is effectively implemented. The article written by Powell (1992) aimed to establish the link between strategic planning and financial performance. As averred, various studies have already published findings that enumerate the benefits of strategic planning in terms of directly improving economic value through generation of information; â€Å"it ensures a through consideration of all feasible options, it forces the firm to evaluate its environment, it stimulates new ideas, it increases motivation and commitment, it enhances internal communication and interaction, and it has symbolic value

Interpreting Financial Results Essay Example for Free

Interpreting Financial Results Essay Targets mission is for their customer to except the most out of them and to pay less for their products. They plan to achieve this by delivering outstanding values, continuous innovation and exceptional guest experiences. As I have research and interpret Targets Financial Results, I was able to identify some trends they have experiences within the last three years. When it comes to Targets Liquidity Ratio, the pattern shows that from 2011 to 2013 they start up went down and slowly went back up. As for their Efficiency Ratio the trend identifies that from 2011 to 2013 they were still starting high then dropping low and slowly coming back up. Now when it comes to the Leverage Ratio Targets has continuous increase for 2011 to 2013 with just a little decrease in some areas and this also goes for the Profitability Ratio, Market Value Indicator soon. I also had the opportunity to compare the financial results of Target with their benchmarking company Walmart. Once I review Walmarts financial results, I saw some of the same trends target had. I also notice that Walmart has a lot more revenue being generated then what Target does. I have attached a financial ratio sheet which will also confirm and identify the trends of both Target and Walmart.

Othello - Honest Iago :: essays research papers fc

In the play Othello the most interesting character is Iago, who is commonly called and known as "Honest Iago." Ironically, this could not be farther from the truth. Through some carefully thought-out words and actions, Iago is able to manipulate others to do things in a way that benefits and moves him closer to his own goals. He is smart and an expert at judging the characters of others. Because of this, Iago pushes everyone to their tragic end. Iago wants vengeance on Othello so he targets his wife Desdemona. He slowly poisons people’s thoughts so they have distorted perceptions of reality, without them even knowing he did such a thing. In reality, Desdemona is quite an outspoken woman for her time. She pleas for Othello to have Cassio around so her husband can have good, solid protection. This aides Iago as he uses it against her. He starts by casually mentioning to Othello that he himself is a bit suspicious of Cassio and Desdemona. He carries on gradually, ensuring that Othello can fully trust him every step of the way. I hope you will consider what is spoke Comes from my love. But I do see you’re moved. I am to pray you not to strain my speech To grosser issues nor to larger reach Than to suspicion (III iii 231-235). He even says himself that the advice he gives is free and honest so Othello won’t consider that he is just being fooled. Iago’s plan of deception centered around Othello’s jealously over Desdemona. The whole time, Othello holds Iago to be his close friend and advisor. Iago knows that the icing on the cake must be some sort of visual proof. He has his wife Emilia steal Desdemona’s handkerchief and give it to him. Iago then plants it in Cassio’s room to imply that Desdemona must have given it to him. This â€Å"proves† to it to Othello. After hearing Iago stack up the cards high against Desdemona, Othello is enraged and sure that she must be having an affair with Cassio. Now Othello’s reaction to the whole mess is that he wants to kill Desdemona. Iago’s deceitful plan is continuing smoothly. Desdemona’s reputation of being unfaithful leads to her downfall. When she denies the scam that Iago put against her, Othello doesn’t even believe her. Near the beginning of the play, after Othello marries Desdemona, her own father, Barbantio, warns Othello. Look to her, Moor, if thou hast eyes to see. She has deceived her father, and may thee (I iii 292-293). Since she lied to her father about her marriage to Othello, people believe that

CHief Matenge’s Character Sketch Essay

This assignment is based on Bessie Head’s classic novel, When Rain Clouds Gather. It gives an assessment of one of the novel’s main characters, Chief Matenge and in the process exposes him as an undoubtedly corrupt leader. This is supported by the many intertwined facts and quotations that portray his character as such a leader and these are selected and presented from the novel. Byrne, Kalua, Scheepers and Kane (2012:100) provide the foundation for the reader’s agreement that Chief Matenge is a corrupt leader which in turn shapes the whole negative perspective of his personality when they describe him as representing the â€Å"Old Africa† at its worst – moral degeneration. Going through the whole novel the reader struggles and eventually loses the battle in finding anywhere where any positive notions are associated with Chief Matenge. Bryne et al (2012:100) present Matenge as a â€Å"villain, a bad person who is openly corrupt†. He is indubitably the antagonist and the opposer of Gilbert Balfour and Makhaya who generally stand for good in the name of progress and development in the novel. Head (1987:18) introduces Chief Matenge as Paramount Chief Sekoto’s â€Å"troublesome and unpopular younger brother†. This already gives the reader an idea of what sort of personality Chief Matenge has. This description of him sets the tone in the whole novel as he is further described using such adjectives and phrases as â€Å"overwhelming avariciousness† and â€Å"unpleasant personality†, (Head 1987:18). It soon becomes apparent that Chief Matenge’s brother, Paramount Chief Sekoto does not like his own brother, as the statement â€Å"nothing upset Chief Sekoto more than a visit from his brother, whom he had long classified as belonging to the insane part of mankind† (Head 1987:48) clearly displays. Paramount Chief Sekoto is said to have always sided with villagers who his brother constantly upset. Head (1987:18) presents Matenge as having a â€Å"devil† that drove him and would subside after some chastising from Chief Sekoto only to awaken its â€Å"clamouring and howling† a few months later. Matenge’s wickedness is further unfolded in the wish of Chief Sekoto to destroy him for â€Å"all the family feuds and intrigues he had instigated† (Head 1987:20). Ironically, Paramount Chief Sekoto was not what one would call a shining example of morality. Chief Sekoto, â€Å"although he was widely known as a good chief† (Head 1987:19) just like his brother Matenge â€Å"lived off the slave labour of the poor and his lands were ploughed free of charge by the poor, and he was washed, bathed and fed by the poor† (Head 1987:19). In turn Matenge also strongly despised his brother Paramount Chief Sekoto. Head (1987:42) discloses this when she reveals his thoughts about his brother who he secretly thought was â€Å"an amicable, pleasant nitwit of a brother in the supreme position. Matenge coveted is brother’s position of Paramount Chief. Matenge is referred to as â€Å"evil† countless times in the novel. Dinorego further exposes this evilness or corruptness when he confides in Makhaya that he (Matenge) was the evil force delaying progress in the village. Dinorego reveals Matenge’s machinations to â€Å"damage† and â€Å"delay† the starting of the farm and the cattle co-operative which are projects that are supposed to push development in the village. Matenge is said to have particularly sabotaged Gilbert Balfour on the cattle co-operative because he was personally benefitting from buying the poor villagers’ cattle at a low price and making huge profits by then selling them at a much higher price. Matenge took advantage of the poor villagers’ inability to hire railway trucks to transport their own cattle because they could not afford it. Matenge fought Gilbert Balfour’s cattle co-operative because it would put him out of business. Matenge’s falsehoods and cunningness are clearly portrayed when he lies to the villagers that Gilbert wanted to enslave them, â€Å"Was it true they wanted to know, that Gilbert had secretly purchased land from the paramount Chief and was using the name co-operative to enslave the people? That was what Chief Matenge had told them† (Head 1987:35). The reader would not hesitate to label Matenge as greedy and selfish. Head (1987:41) reveals that Matenge lived alone (before Joas Tsepe joined him) in a â€Å"big cream-painted mansion†. The other villagers are said to have lived in small and primitive mud huts and were in fact not allowed to build brick houses without permission from the Chief which was rarely given, if at all. Head (1987:41) goes on to mention that the central village where Matenge’s mansion was situated contained â€Å"one very poor general dealer’s shop which supplied the villagers with the â€Å"bare necessities† like sugar, tea and â€Å"cheap materials and shoes† among other items. The location of Matenge’s â€Å"big mansion† was also in proximity to a â€Å"three-roomed shack† which serves as the village primary school. The jarring contrast of Matenge’s seemingly luxurious life style and his surroundings nauseates the reader and speaks loudly of his greediness and selfishness. The reader can safely accuse Matenge of being a tribalist. Byrne et al (1987:100) describe tribalism as the practice of advancing one’s own tribe above others and judging other people on the basis of their tribal origins. Matenge is described as a â€Å"die hard traditionalist† (Head 1987:42). He wanted things to remain the same. He is said to have understood tribalism and that it was â€Å"essentially the rule of the illiterate man who when he was in the majority, feared and despised anything that was not a part of the abysmal darkness in which he lived†. (Head 1987:65) further portrays his disgust for other tribes when he is said to have dismissed Dinorego’s greeting at some point with a â€Å"slight gesture of the head which contained in it an inheritance of centuries of contempt for the ordinary man. † His shaky and opportunistic relationship with Joas Tsepe is another revelation of Matenge’s lopsided and corrupt character. Joas Tsepe was also corrupt and this is revealed in the sponsor that was shrouded in mystery who supplied him with money which enabled him to remain unemployed and to travel every six months by air as a very important person. Matenge also has xenophobic tendencies. His wish to chase Makhaya out of the village very much smelt of this. This is revealed when George Apple-by confides in Makhaya that Matenge wants him â€Å"removed† from the village because he is a refugee. Refugees were generally not liked in Botswana at the time of the book’s setting when many came from South Africa running away from Apartheid, but Matenge’s particular hatred for Makhaya as a refugee and all like him comes out when he referred to him as a â€Å"South African swine who always needs to run after his master† (Head 1987:66), referring to Makhaya’s close association with Gilbert Balfour. To say Makhaya was thoroughly offended by this is an understatement for unbeknown to Matenge, he secretly formed thoughts of murdering him. In conclusion Head (1987:43) could not have summed up Chief Matenge’s character better when she described him as â€Å"the epitome of darkness with his long gloomy, melancholy, suspicious face and his ceaseless intrigues, bitter jealousy and hatred†. Makhaya also equates him to several unsavoury items such as a â€Å"lout, cheat, dog and swine and he reckoned the â€Å"Matenges everywhere got themselves into a position over the poor† (Head 1987:136) The reader agrees with Mma Millipede when she quietly but unsuspectingly accurately predicts Chief Matenge’s demise. She tries to calm Makhaya after his dramatic encounter with Chief Matenge where he is labeled a South African swine and says, â€Å"People who err against human life like our Chief and the white man (referring to Apartheid in South Africa) do so only because they are more blind than others to the mystery of life. Some time life will catch up with them and put them away for good or change them† (Head 169:137). In Chief Matenge’s case, he was unlucky to not suffer the later of these predictions, but the former. After he comes back from a rather long absence from the village, he immediately gets back to what he knows best and summons Pauline and six village elders to be tried. Unbeknown to him, the whole village was excited that the day had arrived that they would face their â€Å"persecutor of many years† (Head 169:184). Because Matenge was not expecting a crowd, he panics, retreats into the house, and rather than facing the crowd, commits suicide, and the reader discovers another hidden character that was lurking in Matenge all along, cowardice. Not even his servants stand by him at his time of need; they beat a hasty retreat and leave him to deal with his issues alone and his eyes are opened and perhaps he finally sees himself for the monster that he is. The saddest part is not even his brother is quiet disappointed by his demise. Chief Sekoto’s digestion is said to have been â€Å"upset the whole day† by Matenge’s death, Head (1987:189). The reader is sure it is not because he is grieving for his brother but he is unappreciative of the fuss and inconvenience that the death causes. Such is the fate of the antagonist of When rain clouds gather. The reader applauds Bessie Head on successfully creating a fitting villain who one cannot help but hate. SOURCES CONSULTED Byrne, D, Kalua, F & Scheepers, R. 2012. Foundations in English Literary Studies. Only study Guide for ENG1501. Pretoria: University of South Africa Head, B. 1987. When Rain Clouds Gather. Heinemann.

Apple Powerbook Case Write-Up

After the failed release of Apple’s first miniaturized computer, the Portable, the company was faced with the likelihood of losing significant ground in the mobile computing market if it didn’t bring a product to market at record speed. Apple had anticipated the Portable would be competitive enough to maintain market share until its longer term â€Å"Companion† project was complete. However, thirty-six months remained until Companion would be ready. Weak sales coupled with Compaq introducing the far superior LTE notebook created intense pressure to bring a product to market in the next 18 months that could serve as a placeholder until the Companion arrived. Bringing a product to market this quickly was no easy task. The new portable needed to be small and compact, yet the short timeline meant only existing technologies would be available. If that was not challenging enough, the company culture was such that most products had a time-to-market of 48 months and involved a slow bureaucratic process with multiple departments needing to sign-on for each decision. Additionally, Apple still had not fully confronted the notion that their desktop core competencies were not necessarily going to translate into success in mobile computing. Despite these long odds, Apple not only prevailed, but created a revolutionary product called the PowerBook that brought in billions of dollars in revenue and revolutionized the conventional wisdom behind the company’s design philosophy. Part of Apple’s struggle in mobile computing stemmed from being the pioneer of desktops. The company felt it knew what the market wanted based on its previous success. It was with the desktop in mind that Apple released the Portable, a mobile computer designed to do everything that a current desktop could do with the added benefit of being able to collapse into a carrying case and be taken on the road. At a staggering 17 pounds and a cost of $5000, the Portable was met with plenty of skepticism and was doomed for failure. The company had simply failed to take the customer’s needs into consideration. Instead of making it smaller and lighter, as the market demanded, Apple focused on functionality and battery life. This contributed to problematic weight and size problems for the machine. The failure to recognize what consumers demanded wasn’t Apple’s only development flaw. They also failed to recognize how quickly technological trends and consumer tastes were changing. The company was still developing products on a three to four year cycle and had yet to embrace a time-to-market philosophy. Instead priorities were still â€Å"time-to-perfection† with the company maintaining that it would not bring anything to market ‘before its time’. Additionally, they still had a desktop mentality, which meant strict design regulations that hindered the development of a sleeker, lighter computer. It was a combination of these factors that led to the failed release of the Portable and created the immediate need to development the PowerBook. As Apple scrambled to assemble the PowerBook team, the project objective was clear; get a mobile computer to market at record speed and keep the size and weight to a minimum. The speed of develop was a major challenge to overcome and it was mainly due to the organizational structure. Apple structured its company by functions and departments. And instead of dedicating specific resources for a project, each department supported all projects. This led to a cumbersome and lengthy decision making process which typically involved project managers struggling to get objectives accomplished. Often times the project manager was relegated in authority and routinely superseded by functional heads with all decisions inevitably at the mercy of the president of Apple Products, John Louis Gassee. Apple realized its current structure lacked the dexterity to meet its time-to-market objective and driven by necessity made several key decisions to secure time-to-market success. First, Apple made the decision to organize the company into separate divisions: desktop and portable. Second, they decentralized engineering and product marketing, with the immediate goal of building a new portable engineering group. Lastly, although their Product and Industrial Design teams remained centralized, it was agreed that personnel from those teams would co-locate for the PowerBook project to ensure everyone was â€Å"breathing the same air and talking the same talk†. Revamping the organization structure was a key step but there were still many missteps and obstacles that nearly derailed the project. One major issue was the allocation of personnel. Despite the intense pressure and importance of the PowerBook, the company still listed the project very low in terms of priority. All of the â€Å"A† talent was dedicated to the Companion project and the PowerBook team was left with either junior level engineers or employees with only desktop computer experience. Inexperience coupled with intense pressure produced multiple mistakes along the way. Design standards were initially poor and prototype builds revealed several critical errors with manufacturing tolerances. All together, a list of 150 items was compiled of issues that the team felt needed to be addressed but it looked unlikely that the time and resources were available to make all the changes. Additionally, the PowerBook team had to overcome intense resistance from its manufacturing department. Manufacturing was accustomed to snap-together desktops and had a very difficult time coming to grips with how they could possibly assemble a portable with 47 screws. The initial reaction from manufacturing was â€Å"we can’t build this thing†. Product verification testing also proved to be treacherous. The deadline was so tight that after the manufacturing process was well underway and thousands of displays were already in inventory the risk was still present that changes may be needed. This would produce a significant waste of resources. Lastly, the PowerBook team was confronted with bringing its new creative, ergonomic design to life, while dealing with size constraints as well as a mechanical engineering team who was on the critical path and working under a â€Å"we’ll do it if we have time† approach. Despite the long list of reasons why the project should have failed, it didn’t. In the midst of all the missteps, Apple made several key decisions which propelled the project to success. One area where Apple thrived was in staffing. Although the engineers lacked experienced, the management involved in the project were innovative, creative, passionate, and practical. They worked tirelessly to make the project a reality and cared very deeply about its success. It was their innovation and tireless effort that slowly caused the project to transform. The team came to the realization that â€Å"a notebook was not a piece of business equipment that someone operated; it was a personal object with which they formed a relationship. † It was this realization that drove the project’s success. The project became not only about size but about ergonomics and about finding a way to form a connection with the user. It was with this approach that ingenious designs such as the center-mouse trackball and the use of curves took hold. Slowly the PowerBook was morphed from a product simply meant to catch-up to the market to something that surpassed any other notebook available. The team also made several other key decisions that made the PowerBook a success. One key determination was to include the internal floppy drive. There was much discussion if this was a necessary component yet key members of the project argued for its inclusion and it was later determined the product would not have been nearly as successful without it. Another key decision was dealing with the 150 issues that were identified after the prototype build. Originally, only 5 to 10 items were going to be changed. However after much discussion, it was determined the PowerBook would not be a success unless they fixed every last issue. To complete such a major overhaul in a short period of time they pulled all resources from the entire portable organization and were able to complete all the modifications in a reasonable amount of time. As one project member later admitted, fixing all 150 items turned the PowerBook into â€Å"something that I would be proud of versus a piece of junk†. One final trait that the PowerBook team used to make the project a success was persuasiveness. There was organizational resistance throughout the project. From convincing senior management to embrace the ergonomic design to convincing manufacturing that they had the ability to assemble a computer with 47 screws, the team used persuasiveness throughout the project to eventually turn a vision into reality. Apple ultimately took a big risk with the PowerBook and it paid tremendous dividends. Along the way they learned a great deal about listening to their customer and designing to their preferences. The company transformed from designing around homogeneous parameters to instead designing to the customer’s specific desires. Consequently, their product line became more flexible and adaptable to the marketplace. Apple also matured operationally during this process. Prior to the PowerBook, the organization was not designed to be time-to-market, however necessity forced Apple to restructure to keep pace with competition. The company’s human capital also benefited heavily. Mobile computer experience was at a minimum prior to the project, however the process eventually led to a much smoother release of the Companion computer several years later. The PowerBook project was fraught with potential disaster. But inevitably the company overcame many adversities and released a revolutionary product that redefined the standard of excellence in mobile computing.

community policing1 essays

community policing1 essays American Me is a harsh look at the "reality" of prison and gang life, especially within the Chicano community. Based on a "true story", American Me traces the life of a Latino crime lord, Santana, from his youth growing up in the barrio of East Los Angeles, through his rise to power behind the walls of Folso Prison. Set against a backdrop of hopelessness and prejudice the movie brutally attempts to portray the continuing cycle of violence inherent within a crime-based life-style. In the end Santana is unable to escape that cycle, dying violently at the hands of his former gang members, while at the same time such violence is given rebirth within the barrio. Santana, played by Edward James Olmos is in prison and looking back at his life, his parent's life, and discovering what his life has become. In the first scene of act one, the viewer is taken back in time to the 1940's to a scene where Santana's parents were beaten and raped by sailors in the streets of Los Angeles, simply because they were "zoot suiters." In the mid-to-late 1950's, where the young Santana and his buddies J.D. and Mundo are introduced. The three young boys make a pact to stay together and be a part of the long tradition gang of their barrio called "La Primera." First, the three boys are sentenced to time in juvenile hall for breaking and entering into a store to escape being chased down by another barrio gang. In juvenile hall they begin feeling superior to other mates when Santana kills a cellmate who rapes him in the middle of the night. Everyone in the prison is proud of Santana and his group. Because of the "respect" that he has earned, Santana and his group begin to feel that they run the show around juvenile hall. Transferred from juvenile hall into Folsom Federal Prison. As Folsom Federal Prison is being shown on the screen, Santana's voice is narrating the movie and he states that drugs is the new way to prove who runs the show. La Primera discovere...

French Verbs That Take Être as Auxiliary Verb

French Verbs That Take Être as Auxiliary Verb An auxiliary verb, or helping verb, is a conjugated verb used in front of another verb in compound tenses in order to indicate the mood and tense of the verb. In French, the auxiliary verb is either avoir or à ªtre. All French verbs are classified by which auxiliary verb they take, and they use the same auxiliary verb in all compound tenses. Most French verbs use avoir, fewer use  Ãƒ ªtre.  The following is a list of verbs (and their derivatives) that require à ªtre: aller  Ã‚  to goarriver  Ã‚  to arrivedescendre  Ã‚  to descend / go downstairsredescendre  Ã‚  to descend againentrer  Ã‚  to enterrentrer  Ã‚  to re-entermonter  Ã‚  to climbremonter  Ã‚  to climb againmourir  Ã‚  to dienaà ®tre  Ã‚  to be bornrenaà ®tre  Ã‚  to be reborn, born again)partir  Ã‚  to leaverepartir  Ã‚  to leave againpasser  Ã‚  to passrester  Ã‚  to stayretourner  Ã‚  to returnsortir  Ã‚  to go outressortir  Ã‚  to go out againtomber  Ã‚  to fallretomber  Ã‚  to fall againvenir  Ã‚  to comedevenir  Ã‚  to becomeparvenir  Ã‚  to reach, achieverevenir  Ã‚  to come again, come back These are all intransitive verbs that communicate a certain kind of movement. You do get used to these verbs over time and one day youll be able to sense whether to use à ªtre or avoir without even having to think about it.  1. In addition to the above, all pronominal verbs use à ªtre as the auxiliary verb:  Ã‚  Ã‚   Je me suis levà ©.  Ã‚  I got up.  Ã‚  Ã‚   Il sest rasà ©.  Ã‚  He shaved.2. For all verbs conjugated with à ªtre, the past participle has to agree with the subject in gender and number in all of the compound tenses ( learn more):  Ã‚  Ã‚   Il est allà ©.  Ã‚  He went.  Ã‚  Ã‚   Elle est allà ©e.  Ã‚  She went.  Ã‚  Ã‚   Ils sont allà ©s.  Ã‚  They went.  Ã‚  Ã‚   Elles sont allà ©es.  Ã‚  They went.3. Verbs are conjugated with à ªtre because they are intransitive (have no direct object). However, six of these verbs can be used transitively (with a direct object), and when this happens, they need avoir as the auxiliary verb. Mnemonic Devices for Learning tre Verbs: Dr and Mrs Vandertramp There are  certain French verbs  which require  Ãƒ ªtre  as the auxiliary verb in the  passà © composà ©Ã‚  and other compound tenses, and students sometimes have a hard time remembering them. There are 14 common verbs plus numerous derivatives which take  Ãƒ ªtre, and their derivatives usually do too. For example,  entrer  is an  Ãƒ ªtre  verb, as is its derivative  rentrer. Generally speaking, all of the verbs indicate a particular kind of movement, either literal or figurative - lesson on à ªtre verbs.   Intransitive verbs One very important thing to remember is that verbs only use  Ãƒ ªtre  when they are intransitive (do not have a direct object): Je suis passà © huit heures  vs  Jai passà © la maison.Je suis montà © avant lui  vs  Jai montà © la valise. I can promise you that eventually you will instinctively know which verbs take  Ãƒ ªtre, but in the meantime, you might want to try one of these mnemonic devices.   La Maison dtre The French teach  Ãƒ ªtre  verbs with a visual:  La Maison dà ªtre. Draw a house with a door, stairs, windows, etc. and then label it with the  Ãƒ ªtre  verbs. For example, put someone on the stairs going up (  monter) and another going down (  descendre).There are three acronyms that are commonly used to remember  Ãƒ ªtre  verbs. Strangely, none of them includes  passer, which is an  Ãƒ ªtre  verb when used intransively.   DR MRS VANDERTRAMP This is perhaps the most popular mnemonic device for  Ãƒ ªtre  verbs in the United States. Personally, I find DR MRS VANDERTRAMP redundant since it includes some derivatives, but if it works for you, go for it. DevenirRevenirMonterResterSortir VenirAllerNaà ®treDescendreEntrerRentrerTomberRetournerArriverMourirPartir ADVENT Each letter in ADVENT stands for one of the verbs and its opposite, plus one extra verb, for a total of thirteen. Arriver - PartirDescendre - MonterVenir - AllerEntrer - SortirNaà ®tre - MourirTomber - ResterRetourner DRAPERS VAN MMT13 Each letter in DRAPERS VAN MMT stands for one of the 13 verbs. DescendreResterAllerPartirEntrerRetournerSortir VenirArriverNaà ®tre MourirMonterTomber -13  total verbs Tips From Teachers On the  Profs de franà §ais forum, some teachers stated that acronyms dont work - their students remember the letters, but not the verb each one signifies. So they use music or poetry to help students learn and remember à ªtre verbs: 1.  I have the students sing the  past participles  of the verbs to the tune of Ten Little Indians. Its a good way to remember which verbs take  Ãƒ ªtre, plus it helps them remember the irregular past participles: allà ©, arrivà ©, venu, revenu,entrà ©, rentrà ©, descendu, devenu,sorti, parti, restà ©, retournà ©,montà ©, tombà ©, nà © et mort. 2.  I have my students memorize the verbs in a specific order: the 8 -er verbs, which they can learn in about 2 minutes in class. Next is  descendre, because its the opposite of  monter. Then the -ir verbs, the  venir  family, and the beginning and end of life.  Passer par  brings up the grand finale. Most classes can learn them all in less than 5 minutes. And then I put it all together into a little poem: Aller, arriver, entrer, rentrer, rester, retourner, tomber, monter,descendre,partir, sortir,venir, devenir, revenir,naà ®tre, mourir, et passer par.Ces dix-sept verbes sont conjuguà ©s avec le verbe à ªtre au passà © composà ©. Yà ©Ã‚  ! Sometimes I do it in a sing-song voice or rap it. Ive been known to put on a pair of shades; it seems to make an impression and get them all into it. My students seem to be able to remember this order with no difficulty whatsoever, and I see them scanning their quizzes, silently reciting the order of verbs, marking an asterisk next to the ones that need  Ãƒ ªtre, and being quite successful. When I have had those students in more advanced classes through the years, they have remembered my formula. If they slip, all it takes is a gentle reminder:  Aller, arriver...  and to have them all join in to reinforce the verbs. Ive run into students many years later who could still recall them all and wanted to recite them for me. tre Verbs Used Transitively Verbs that require  Ãƒ ªtre  in the  passà © composà ©Ã‚  and other compound tenses are intransitive - that is, they have no direct object. But some of them can be used transitively (with a  direct object), and when this happens, these verbs need  avoir  as the helping verb. In addition, there is a slight change in meaning. descendre Il est descendu.  - He went down(stairs).Il a descendu lescalier.  - He went down the stairs.Il a descendu la valise.  - He took the suitcase down. monter Il est montà ©.  - He went up(stairs).Il a montà © la cà ´te.  - He went up the hill.Il a montà © les livres.  - He took the books up. passer Je suis passà © devant le parc.  - I went by the park.Jai passà © la porte.  - I went through the door.Jai passà © une heure ici.  - I spent an hour here. rentrer Je suis rentrà ©.  - I came home.Jai rentrà © les chaises.  - I brought the chairs inside. retourner Elle est retournà ©e en France.  - She has returned to France.Elle a retournà © la lettre.  - She returned / sent back the letter. sortir Elle est sortie.  - She went out.Elle a sorti la voiture  - She took the car out. Repeating French Auxiliary Verbs - Avoir and tre When using more than one verb in the  passà © composà ©Ã‚  or another compound tense, you can - but do not always have to - repeat the auxiliary verb in front of each past participle. Whether you have to repeat the auxiliary depends on whether the main verbs take the same auxiliary verb. If they are all  avoir  verbs, all  Ãƒ ªtre  verbs, or all pronominal verbs, you dont need to include the auxiliary in front of each one. Verbs With the Same Auxiliary When you want to say I ate and drank, you need to consider the auxiliary verb that  manger  and  boire  require. Since they both take  avoir, you can leave off the auxiliary from the second verb: Jai mangà © et bu Or you can repeat the auxiliary, with or without the subject pronoun:  Ã‚  Ã‚  Ã‚   Jai mangà © et ai bu orJai mangà © et jai bu To say I left at noon and got home at midnight, you need  Ãƒ ªtre  for both verbs, so you dont need to repeat the auxiliary: Je suis parti midi et rentrà © minuit But you can also say: Je suis parti midi et suis rentrà © minuit  or  Ã‚  Ã‚  Ã‚  Je suis parti midi et je suis rentrà © minuit The same basic rule applies when youre using only pronominal verbs, as in I got up and got dressed:  Ã‚  Ã‚  Ã‚   Je me suis levà © et habillà ©. However, if you want to repeat the auxiliary of  pronominal verbs, you must also repeat the  reflexive pronoun: Je me suis levà © et me suis habillà ©Je me suis levà © et je me suis habillà ©xxx  Je me suis levà © et suis habillà ©Ã‚  xxx Verbs With Different Auxiliaries When you have a sentence with verbs that need different auxiliaries, or with a mix of pronominal and non-pronominal verbs, you are required use the various auxiliaries in front of each verb. You may also repeat the  subject pronoun:   I worked and went to the bank. Jai travaillà © et suis allà © la banqueJai travaillà © et je suis allà © la banque I got up and went downstairs. Je me suis levà © et suis descenduJe me suis levà © et je suis descendu He ate, left, and went to bed early. Il a mangà ©, est parti et sest couchà © tà ´tIl a mangà ©, il est parti et il sest couchà © tà ´t​ Verbs With Some of the Same Auxiliaries If you have some  verbs with one auxiliary  and some verbs with another, you can still drop the shared auxiliaries when they are alone in the clause (that is, when the clause has only  avoir  verbs,  Ãƒ ªtre  verbs, or pronominal verbs): On a dansà © et chantà ©, et puis (on) est allà © une autre boà ®te We danced and sang, and then went to another club  Ã‚  Ã‚  Ã‚   As-tu fait ton lit et nettoyà © ta chambre, ou tes-tu douchà © et habillà ©Ã‚  ? Did you make your bed and clean your room, or did you take a shower and get dressed?   When in doubt... Remember that its never wrong to repeat the auxiliary verb (though overdoing it can make your French sound a bit stilted). But it is wrong not to use the different auxiliaries if you have different types of verbs.

Bare Bone Analysis Essay Example | Topics and Well Written Essays - 750 words

Bare Bone Analysis - Essay Example This is augmented by the partial dilatation which results in a sufficient opening to permit the fetus to descend into the pelvic canal. Furthermore, the patient undergoes premature progression and formation of myometrial gash junctions, in addition to inflammatory mediator enthused contractions. The other pathophysiology effect is atypical placental implantation and augmented ligamental laxity that results in back pain (Chao, et al, 2011). Physiology A normal physiologic scenario is one that is affected by innate human capability of the mother and fetus. Unlike in this scenario, Braxton-Hick or pre-labor contractions normally subside with rest or fluids and do not thus transform the cervix during actual labor contractions do. The mucus plug which keeps the cervix closed is lost, since the body facilitates the uterus contraction. Aches and provisional quick groin pains occur due to gentle straining of the ligaments attached to the pelvic bones, plus lower back. In addition, oxygen sup ply during labor is normally reduced due to interferences of supply of oxygenated maternal blood to placenta by the contractions (Kaimal, et al, & Cheng, 2011). There is also an increase in maternal blood supply, couple with lowering of systemic vascular resistance from blood vessels due to mounting intensity of hormones. Thus, cardiac output increases considerably leading to a decrease in blood pressure. Renal clearance is usually elevated resulting in lower-than-normal serum levels from renal markers referred to as blood-urea-nitrogen and creatinine (Kaimal, et al , & Cheng, 2011). Predisposing Factors There are numerous predisposing factors that could have led to Patience condition. First, the fact that she lost two previous pregnancies to first trimester miscarriages exposed her to preceding second-trimester dilation and evacuation, in addition to uterine anomalies like outsized fibroids and mullerian abnormalities. Second, Patience could have gone through short inter-pregnancy timeline of less than six months, considering that she may possibly have had a cervical injury, cervical insufficiency, diethylstilbestrol, or previous cervical surgery. Therefore, the premature effacement or shortening of vaginal section of Patience cervix and dilation could be due to structural weakness in her cervix) exposure, and anatomic abnormalities of the cervix (Maloni, 2012). Thirdly, fetal abnormalities or even untimely placental separation could be a causative factor, and are thus making the abruption. Other features could be demographic factors given that previous studies reveal that nonwhite races have a high probability of preterm birth, especially in Black race (Maloni & Damato, 2004). The concerns about anemia could possibly imply existence of uteroplacental insufficiency, such as hypertension, and this brought about trichomonas condition. Furthermore, she could be having low pre-pregnancy weight and body mass index, and her prenatal care was not as continuous or no ne at all. Others include, grave maternal infections like, urinary tract infection, placenta previa, bacterial vaginosis or intrauterine growth constraint. Moreover, hormonal changes especially mediated by maternal and fetal stress could also be a factor (Chao, et al, & Leven, 2011). Treatment Modalities Treatment modalities can begin with offering Patience prophylactic pharmacologic therapy, so as to extend her gestation and decrease her chances of getting respiratory distress syndrome or even intra-amniotic infectivity. Medicines are