Professional career goals Essay Example | Topics and Well Written Essays - 250 words

Professional career goals - Essay Example To be an acute care nurse practitioner, I will need to complete my Bachelor’s in Science degree first before applying and being accepted into a Master’s program. My short term goal is to complete my Bachelor of Science degree in nursing. I prepared myself to succeed in the Associates Degree program in nursing and the Bachelor of Science in nursing programs at The California State University in Los Angeles by taking classes at a community college because I graduated a nursing school a long time ago. To achieve my goal, I need to effectively use time management skills. I am a student, an employee and a daughter, who needs to take care of a mother. To do well in my three roles, I need to prioritize my time and at this point a personal life is of less importance as I concentrate on my education and academic goals. If I succeed in time management and time distribution, I will succeed in the ADN to BSN bridge

The Truth Behind Lies Essay Example for Free

The Truth Behind Lies Essay September 11, 2001 is the most tragic day in Americas history. These attacks were a series of United Airlines plane hijackings by Al-Qaeda radicals. Two planes hit the twin towers, one hit the pentagon, and another was aimed to hit either the White House or Capital Building but was crashed prematurely. Although the death count is not an exact number, it is estimated to be around three thousand people. There are many conspiracies surrounding this tragic event, which claim this attack was not one committed by terrorists, but by the United States government. Motifs for a staged attack would be to justify the invasion of Middle Eastern countries for geostrategic reasons. Healthy skepticism is expected when an event of this magnitude occurs but to completely put this off as an inside job is simply naà ¯ve. September 11, 2001 was a terrorist attack planned by radical leader, Osama Bin Laden, not a conspiracy by Americas government, and there is plenty of information to prove it. Conspiracy theorists make rash claims and provide their listeners with half facts when the entire truth has been unveiled. They lack credibility and see only what they wish to see while ignoring the blatantly obvious facts that are right in front of them. Many reasons have been given as to why this was an inside job, such as a lack of debris found at the crash site of Flight 93. Others say that jet fuel does not burn hot enough to melt the steel structures of the twin towers, and multiple explosions were heard and reported by those inside the buildings. Building 7 of the World Trade center was what many conspirators focused on. They stated that the building was demolished and that its lower supports had bombs planted on them that caused  the building to go down rather than fires created by debris from the two initial attacks. Another argument is that the hole in the pentagon, created by Flight 77, was much too small for an airliner to make and rather missiles were shot into the building. The reasons given for these attacks are clear; Countries such as Iraq and Afghanistan are rich in oil and all the United States government needed was a reason to invade. Of course all of these theories can be disproven when facts are brought to the table. Flight 93, on the date September 11, 2001 was a quarter full having forty four people on board including four suspected hijackers. The plane was a Boeing 757-222 on route from Newark International Airport to San Francisco International Airport in California (The Crash of Flight 93, 2). The Twin Towers were first hit at 8:46 AM Eastern Time (Flight 93, 4). At 9:23 the pilots of Flight 93 received a transmission warning of possible cock pit intrusion, and, at 9:26, forty minutes into the flight, three passengers put on headbands, stormed the cock pick, an took control of the plane (Flight 93, 6). Passengers were made aware of the hijacking, of what was happening in New York, and began calling loved ones to say good bye. They bravely made the decision to stop what was happening, overwhelm the hijackers, and crash the massive plane. The plane crashed head on going around five hundred miles per hour, into a field near Shanksville, Pennsylvania (Flight 93, 12). Conspiracy theorists argue that much too little debris was recovered from the crash site for a plane of that size to have hit. In the past when planes crash, debris is scattered everywhere but, in the case of Flight 93, there was very little debris to be seen. This is because most planes attempt to crash-land when a plane malfunctions, scattering debris all around. Due to the angle and amplitude the plane hit the ground at, the engine and black boxes were buried fifteen to twenty five feet underground, and were not discovered until weeks after. Other debris was found scattered up to eight miles from the initial crash zone (Flight 93, 29). Continuing, the twin towers supports were made from A36 steel, varying between four inches thick at the base, and a quarter inch thick at the top (Franco, 2). Jet fuel has a maximum burning temperature of 825 degrees Celsius and theorists have stated that jet fuel does not burn hot enough to  melt steel which has a melting point of 1,370 degrees Celsius (Kross, 1). While the steel was not melted, it became soft at 538 degrees Celsius (Kross, 3), and weakened to the point of being unable to support the 500,000 ton structure. Therefore, it is proven that burning jet fuel was the cause of the buildings collapse; not the explosions that were reported at the base of the building. No actual evidence has ever been found of any explosions separate to those made by the planes. These buildings were not systematically demolished, but rather taken down by the planes that crashed into them, just as was reported. Building seven of the World Trade Center (which was separate from the Twin Towers) also has controversy surrounding it. It is believed by conspirators that bombs were planted at the base of the building and that is what caused it to fall, this has no truth to it whatsoever and no evidence was found of any bombs. Building seven was only 400 feet away from the 1,300 foot Tower that was collapsing. As the Tower peeled open, a perimeter column fell creating a gaping twenty story hole in the building, and igniting numerous fires throughout (Benson, 35). Firefighters were preparing to enter the building when they were ordered to abandon it (Benson, 39), its collapse was imminent at that point. Conspirators argue that Building 7 should have collapsed to the side and not straight down like a building does when being demolished. Of course it collapsed straight down! It was a fifty story building made up of separate pieces instead of one solid building, just like the Towers (Benson, 60). This evidence further proves that anybody who believes the government is responsible for September 11, 2001 is drawing a story around the truth like a child drawing around their hand. The final piece of evidence that these theorists use it that the hole Flight 77 made in the pentagon was much too small for a plane to make, and there was too little wreckage from the plane recovered. French Author, Thierry Mason, concludes that the pentagon was not struck by a plane, but by a satellite guided missile, part of an elaborate United States Military coup. Mason argues that a 757 airliner has a wingspan of 125 feet, why was the hole only measured to be seventy five feet (The Pentagon, 24)? The truth is, a real jet does not punch a cartoon like outline of itself when hitting a  reinforced concrete fortress. The planes wing scraped the ground prior to full impact and the other was sheared off by the pentagons blast resistant columns (The Pentagon, 36). There was absolutely no lack of debris found either. Black boxes were found, engines were found, pieces of plane with United Airlines markings were found (The Pentagon, 97)! All of the claims made by conspirators lack one c rucial thing, any truth whatsoever. September 11, 2001 was a truly tragic event in our nations history and those who lost their lives will be remembered. It is disrespectful for conspiracy theorist to make such rash and absurd claims that the United States Government is responsible for their deaths. Conspiracy theorists have no actual hard evidence that anything they say is true and are simply telling lies on lies with a speckle of truth in between. If one was to look at the credibility of theorists such as those who produced the film Loose Change, a film attempting to persuade that September 11, 2001 was a government conspiracy, may second guess believing a word they say. It is important to educate ones self and not believe everything that is said like a child does. Look at the real proven facts and evidence and the answer will be apparent.

Brian Clark uses a number of techniques to dramatise the Euthanasia Ess

Brian Clark uses a number of techniques to dramatise the Euthanasia Debate in his play, Who's Life is it Anyway Brian Clark uses a number of techniques to dramatise the Euthanasia Debate in his play, "Who's Life is it Anyway". Euthanasia is the means by which a person has the freedom of choice over whether they live or die. In the play there are two main arguments concerning this issue. One argument saying that a patient has the right to make this decision of life and death and on which disagrees and says the patient should not have this choice. Two characters in the play represent the two central arguments. First of all there is Ken, Ken believes that he should have the right to choose to die, it is his life, he says that his whole life before his accident was sculpture, and now that he cannot sculpt because he is paralysed below his neck, he will never be able to sculpt again: 'I'm almost completely paralysed and always will be. I shall never be discharged by the hospital.' According to Ken his life is already over: 'Of course I want to live but as far as I am concerned, I'm dead already†¦I cannot accept this condition constitutes life in any real sense at all.' 'Any reasonable definition of life must include the idea of it being self-supporting.' Ken only wants the dignity in death: 'each man must make his own decision. And mine is to die quietly with as much dignity as I can muster'. Ken also argues that he is not asking his lawyer to make a choice over his life or death, just to represent his views to the hospital: 'I'm not asking you to make any decision about my life and death, merely that you represent me and my views to the hospital.' Ken argues that the real matter to be discussed is the ind... ...ise the full impact of what he has been fighting for. He will no longer be there once he has won his case. Ken will cease to exist. This helps us to understand why some people are anti-euthanasia, and what grave consequences it has and why euthanasia is an extreme solution to take. The theatre offers many possibilities of visualising and dramatising this debate, the medical and legal jargon used in the two acts of the play, the physical space of the stage and the lighting in combination, the black comedy of Ken, the exits and entrances of different characters that are used as mouthpieces of different views on the debate. Issues are raised in the play as they could not be in prose. There is a suspension of disbelief, a contract between the playwright and the audience makes sure that the issues are well explored and continue to be in a 30 year-old debate.

Magnatism & The Things We Think We Know About It! :: essays research papers

Magnatism & the Things We THINK We Know About It! Magnatism is a wonderous natural phenomanon. Since days before scientific discoveries were even written down the world has been playing with the theories of magnatism. In these three labs we delt with some of the same ideas which have pondered over for long before any of us were around. In these conclusions we will take a look at these ideas and find out what exactly we have learned. To understand the results of the lab we must first go over the facts about magnatism on the atomic level that we have discovered. The way magnatism works is this: magnatism is all based on the simple principle of electrons and there behavior. Electrons move around the atom in a specific path. As they do this they are also rotating on there own axis. This movement causes an attraction or repultion from the electrons that are unpaird. They are moving in two directions though causing a negative and positive charge. In the case of magnatism though we find that these elements have a lot of unpaired electrons, in the case of iron, Fe, there are four. What happens then in the case of a natural magnet the unpaired electrons line up or the magnet in a specific mannor. That is all the atoms with unpaired electrons moving in a direction which causes a certain charge are lined up on one side and all the atoms with the opposite charge move to the other side. The atoms then start to cancel each other out as they approach the center of the magnet. This all happens at the currie point where these atoms are free to move and then when cooled and the metel becomes solid the atoms can no longer move (barely) causing a "permanent" magnet (as in the diagram on the next page). This same principle can be applied to a piece of metal that has been sitting next to a magnatized piece of metel in that over the long time they are togather the very slow moving atoms in the metal situate in the same fassion also creating a magnet. Now that we know the basics lets begin with the experiments. Part one of the lab started us on our journey. In this part we took an apparatus with wire wrapped around it put a compass in the middle of the wire wraps. The setup was arranged so that the wraps were running parralel with the magnetic field of the earth, that is they were north-south. With this setup we

Scramble For Africa DBQ

European powers gave the illus. on of choice to the people and then backed them up with torture and bullets when they rises De. African Nations responded to colonization efforts by holding on to their religious bell fees and through militaristic resistance while other just remained to their destined faith that WA s set up to them by European Powers. In order to better analyze this issue, it would be helpful to have a document that is a response from African merchants that detailed the possible e economic consequences of European Colonization.Many Africans saw that that their fate had been made as soon as the European powers marched in and began occupying and colonizing their lands so they g eve in without a fight at all. The Royal Niger Company, commissioned by the British government NT to administer and develop the Niger River delta and surrounding areas and many African rue leers signed the form in 1886(Doc 1). Many African leaders just signed their lands away not eve en standing u p for their lands they just subsided with the British thinking things would be bet terror them if they just have in when in reality it didn't make anything better.Shanty leader Premier I turned down an offer that would protect him and his people. But he also said that â€Å"at the same time remain friendly with all White men†(Doc 2). Premier may have not agree De to the British logic of protection but he did want to remain friendly with the whites which t urine out to be a major flaw for the Chiantis. Next, Indians Kamala and African veteran of the Needle Rebellion tells how his people surrendered to the white people and tried to live e their lives as normal as they possibly could(Doc 4).Once again the Africans just submitted t o the their fate Mr. Sullivan and attempted to live their lives as normal Africans. They might as well as off get for their lives and freedom because they were treated as slaves and when an unrecognized r billion broke out against the Europeans, the Eu ropeans quickly overpowered them and ma y Africans died. This was described by Indians Kamala as † They-?the White men-?fought t us with big guns, machine guns, and rifles.Many Of our people were killed in this fight: I s away four of my cousins shot. We made many charges but each time we were defeated†(Doc 4 Lastly, Samuel Marcher a leader of the Hero people described in a letter to another African leader how â€Å"All our obedience and patience with the Germans is of little avail, for each h day they shoot someone dead for no reason at 7). Many people in Africa just b Egan giving in to all the changes that were taking place around them by European powers.

Your Ideal Reader

Your Ideal Reader Your Ideal Reader Your Ideal Reader By Ali Hale If you’re reading Daily Writing Tips, you’re probably a writer of some description. And being a writer means, in the vast majority of cases, that you have – or at least want to have – readers. So, have you thought about your Ideal Reader? What is an Ideal Reader? Your ideal reader is a construct designed to represent your audience. If you’re writing a blog about frugality and budgeting, your ideal reader might be a single mom in her thirties. Alternatively, your ideal reader could be a high school graduate heading off to college. For a short story writer, an ideal reader might be a woman working in a shop, flicking through short stories in her breaks or during quiet times of the day. Alternatively, a short story writer might envisage a very different ideal reader – perhaps an elderly male professor poring over the story in a hushed library, extracting every nuance. Why do I want an Ideal Reader? You might wonder what the point of creating an â€Å"ideal reader† is. Perhaps you think your audience is too diverse, and that there’s no way you could come up with one imaginary character to represent them. But having an ideal reader is well worth the effort, in terms of boosting your writing productivity: â€Å"Consider how much more quickly words flow when you’re writing an email to a friend versus creating a formal business presentation. When you have a specific recipient in mind, you have a much easier time communicating your ideas.† from Why Create An Ideal Reader? Do you ever find yourself struggling to get started an article, blog post, story or poem? Do you worry that the topic will bore your readers, or that your literary allusions will go over their heads? Having an ideal reader in mind makes it much easier to pitch your writing at the right level. Even if you don’t have an audience yet, you’ll still want to think about your ideal reader. When I was planning my new blog, Alpha Student, I put a good bit of thought into my ideal reader: a keen, intelligent, slightly shy, university student who isn’t really into the wilder aspects of student life. This really helped when focusing the blog and deciding on the tone of the articles (I’ve not written about drunken nights or peppered my advice with swear words, for instance!) Who is My Ideal Reader? If you’re writing for a specific publication, you’re in luck. Many magazines publish profiles for prospective advertisers, detailing the demographics of the magazine’s readership. Here in the UK, I find the IPC Media website very helpful for finding these details. For example, for Horse magazine, I’m told that the â€Å"target readers† are horse enthusiast women aged 20-40 from the ABC1 (middle/upper class) categories. This would be a good starting point for creating an ideal reader. â€Å"At a minimum I keep in mind the age and gender of the reader. For example, I sometimes do news articles for a small, local weekly newspaper. Since I live in the neighborhood, I know that we’re an incredibly diverse area, but that the readership of the paper tends to be older women. So that’s who I write for, keeping in mind the others, and occasionally working in some ethnic bits.† from Write for Your Ideal Reader If you’re writing fiction for a particular magazine, look at the advertisements, the editorial, and the letters from readers. This can give you a lot of clues about the gender, age, interests and social class of the ideal reader for that market. Even copywriters and marketers can create an ideal reader – often called an â€Å"ideal customer†. I took Sonia Simone’s excellent Content Class by email (it’s free), and her first lesson is â€Å"Write for One Customer†. She says: If your ideal customer is a little formal, write to her like youd send an email to your Great Aunt Susie. If hes casual, write like youd write to an old college buddy. (Its probably smart to keep it rated-G, though.) Over to You If you have a blog, novel, short story collection, article or any other writing project underway, stop and ask yourself – who am I writing for? Who’s my ideal reader? You can get as detailed about this as you like: try to make it a fun exercise. Give your ideal reader a name, a personality, interests, worries, a birthday. Then, every time you write, write for that one person. Why not tell us about your ideal reader in the comments? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:12 Types of LanguageEmail EtiquetteWords Often Misspelled Because of Double Letters

Describe factors to consider for effective communication The WritePass Journal

Describe factors to consider for effective communication References Describe factors to consider for effective communication Describe factors to consider for effective communicationWRITEPASS CUSTOM ESSAY WRITING DISSERTATION EXAMPLESIntroductionReality vs. perception of realityThe formation of divergent perceptionsInterrelationship of the stagesNature of factors that affect perceptionReferencesRelated Describe factors to consider for effective communication WRITEPASS CUSTOM ESSAY WRITING DISSERTATION EXAMPLES Introduction When it comes to communication, the problem of perception takes the central stage. Varner and Beamer (2010, p. 35) defines communication as the perception of verbal and nonverbal behaviour and the assignment of meaning to them. They considered perception so important that as long as the perception process takes place, communication occurs. Covey (1992) also emphasised the significance of perception by attributing perception problems as one of the root causes of communication problems. Differences in perceiving the world would inevitably lead to communication barriers because people communicate on the basis of their own perceptions and perception determines how people behave toward the world (Singer, 1998). Therefore, great stress has been put on the role of perception in interpersonal communication that Singer (p. 10) even proposed in communication reality  ·Ã‚ ·Ã‚ · is less important than ones perception of reality. To discuss the crucial role of perception in communication, this essay first examines the relationship between reality and perception of reality, followed by a discussion on how perception affects communication in the stages involved. Finally, the role of three types of factors in perception physical, environmental and learned factors, will be examined. Reality vs. perception of reality Effective communication is hindered when communicators have different understandings of reality. Cognitive theorists are convinced that reality is more about the things in here in the mind, ratherthan the actual things out there (Singer, 1998). Perception, an active process by which people become aware of the world, is the window through which we experience the world .To illustrate the relationship between the two, Singer makes an analogy between the human perception process and a class assignment, both comparing and contrasting what enters and exits the mind (p. 187). Since it is impossible for a person to either experience everything in the world or have exactly the same life story as another person, no one will have absolutely right perception about the world or exactly the same perception as others. The fact that family members of twins can often easily tell one from the other explains that even twins do not have identical experiences and perceptions. The formation of divergent perceptions As Roger asserts, nothing, neither the Bible nor Freud, is more reliable than personal experience in the perception process (as cited in Griffin, 2006, p.32) . This supports Stacks, Hickson and Hills (1991, p. 4) suggestion that â€Å"Communication brings us together and perceptions tend to separate us.† Clearly, the impact of divergent perceptions in interpersonal communication has gain great attention of communicators. To reduce the difficulties in communication, it is necessary to understand how the divergent perceptions are formed in the first place. Perception is a series of procedures that blend into one another. To conveniently discuss the these procedures, perception is generally divided into three stages: selection/stimulation, organization, and interpretation/ evaluation (Lane, 2010; Kelly, 2006; Dwyer, 2009). The first stage is selection, in which the world comes to us through our sensory receptors. Naturally you cannot perceive everything; rather you engage in selective perception, where you pick up some stimulation over others. Two types of stimuli are considered more likely to draw our attention: meaningful ones and noticeable ones (Devito, 2009). Things meaningful or noticeable to one person do not often mean the same to another person. Therefore, during this stage, people of different backgrounds often receive different messages from the same world. For example, when a couple attend a concert, the husband, a musician, tends to focus on the musical part while the wife, a fashion designer, pays more attention on the costume and stage design. Suppose the design of the concert is excellent but the singer is off key from time to time. It is very likely that the couple end up having different comments on the concert. In this way, differences occur in the very first stage of perception proc ess. In the next stage organization stage, the stimuli that come into our brain will have to pass through the filters of our censor screens where they are rearranged and decoded in some ways we are used to or we learn to (Singer, 1998. p. 11) These ways of organizing data become the shortcuts that enable us to make connections between new information and previously gained knowledge, and thus simplify our understanding and remembering of new people and events. However, these shortcuts can be misleading if you rely on them too much. You may either add additional data which are consistent with your way of organizing or ignore those which is inconsistent, in order to make the new experience organisable. As the constructivists identifies, we often fit over realities to bring order to our perceptions (Griffin, 2006, p. 191). As a result, perceptual variations occur because we gain our perception not in the way it should be, but in a way every individual needs it to be. Having discussed the first two stages, we will now have a look at the third stage – interpretation/evaluation, in which we make sense out of the organised stimuli and find out the value of them. As Kelly (2006) suggests, we never have all the facts, and our interpretation and evaluation are largely dependent on the past knowledge and our own value systems. When personal experience and values are involved, differences are bound to occur. In other words, we get used to seeing some stimuli in a certain way that we dont take others into account (Lane, 2010, p.41). A good example of this would be stereotyping. When people stereotype others, they put people into categories and assert all people in the category share the same characteristics. The consequence is that barriers in communication often occur on the basis of false perceptions of others because great deal of individual differences are not taken into consideration (Lustig, 2010). The results of two studies of stereotypical p erception of African Americans show that African Americans are estimated to earn less than they actually do, are seen as poor and intimidating (Dixon, 2008) and are more likely to commit crimes (Ford, 1997). Many of stereotypes are created by direct experience with only a few members of a certain group. Others may even come from second-hand materials such as mass media without any direct experience. Yet many of us still use stereotypes to make assumptions and interpretations. This is very likely to cause communication gaps between people who perceive and expect others in their own understandings. Interrelationship of the stages Above is an analysis of how perceptual differences come into being in each of the stages. However, it is helpful to clarify, though listed in such a way, the three stages do not occur one by one. Rather, these stages often take place almost simultaneously (Lane, 2010, p. 36) and there is no way one can draw a dividing line between any of them. In addition, we should not see any stage as the start or the finish of a perception process (Russel, cited in Kelly, 2006, p. 36). It is common for people to think of these stages as a linear sequence, from gathering data to organizing the data and finally attaching some meanings to them. However, this process does not end at the interpretation stage because the result of interpretation/evaluation would affect your future sensing/selecting behaviour. In this case, some other ways of breaking down perception process would help make the point clearer. Initial three stages remaining the same, DeVito (2009, p. 64) believed two other steps take plac e afterwards: memory and recall. These two steps can lead to peoples perceptual inaccuracy in a way that people may lose or unable to recall some information. Even worse is retrieving the wrong message. Griffin (2006, p. 189) add a utilizing stage to emphasise the effect of memorized and recalled data on future communication behaviour. His suggestion of comparing the stages to the five interconnected Polemic Rings is extremely helpful in explaining the relationships of these stages of perception process (p. 187). Seeing the fact that the stages are actually interrelated and never come to an end, we can better know how we make mistakes when we think we see every aspect of an issue and make a right judgement. The truth is that previous interpretation has already had an effect on the selecting process, and we only pick up those data we want to, which further influence our organizing and evaluating process. For example: A person who experienced a destructive earthquake may notice a noise from the ground seconds before the shaking (Sensing stage). He then established a connection between the two: A noise often comes before a big earthquake and considered it a way to make predictions of future earthquakes (Organizing and interpreting). This interpretation inserts an influence on his future processing of information in the way that he may become very sensitive to similar sounds and more likely to link some other unusual phenomenon to an earthquake. From above we can see that differences take place in almost every step we take when perceiving the world. Just like what Ribbins and colleagues words said, the factors which shape and sometimes distort perception can reside in the perceiver, in the object or target being perceived or in the context of the situation in which the perception occurs (as cited in Dwyer, 2009, p. 14). These stages are like a giant filter, every information in the external world have to pass through the filter which is made of your own experience, beliefs and value systems (Bjorseth, n.d.). Again, similar to the analogy of class assignment described in the beginning of this essay, what exits your mind differentiate from what comes to your mind because your uniquely designed filter has performed its job. Nature of factors that affect perception Having identified how the factors impact on the perception process in each stage, the essay now focuses on the nature of the factors that affect perceptions. Singer (1998) has suggested three categories of them: physical determinants, environmental determinants and learned determinants. Physical determinant are commonly understood as our five sensory receptors recognized by Aristotle. Interestingly, Singer’s later research has revealed at least thirty-seven differentiate sensory inputs and even more are expected to be discovered (Singer, 1998, p.14). Apart from these, other physical differences such as body shape, skin colour, hand size that make us unique in the world can contribute to differences in perception. Just like every the uniqueness of individuals physical characteristics, everything happens in a unique context. The unique surroundings of an event can be very powerful in forming different perceptions. For example, the result of judging whether a person is young or o ld will probably be influenced by which age group he is compared with. The third type of determinants, learned determinants, is seen as the most important. How people acquire their perceptual constructs has been thoroughly studied. The result of an experiment on people who are born blind but later restored with their sight shows that without the visual experiences, these people cannot tell a figure or discriminate simple shapes until several months visual learning (Perception – Innate and learned, n.d.). This reveals that learning experience is necessary and powerful in shaping and changing peoples perception. Similarly, in Varner and Beamers (2010) perception model of choices, they explain that when you encounter something unfamiliar, you either choose not to attend to it or lose memory of it until you learn how to change your mental category to accommodate it. Singer (1998, p. 19-27) also devised an exercise to test how perceptions of the same stimuli differ in different cultures. The exercise finds out that perception is greatly influenced by culture, a combination of learned activities. The more specific the symbol is, the more the interpretations are alike. The more abstract the symbol is, the more various meanings are attached to it. With such findings, it is not difficult to understand that communicators from different cultures would undoubtedly meet difficulties with the different views they hold on the same thing. From the discussions above, we have seen that misperceptions can arise when we collect information, organise it in different ways, and assign different meanings to it. In addition, differences of perceptions are determined by various factors, especially learned ones. Communications based on divergent perceptions will inevitably meet difficulties. To make communication of higher level of effectiveness, it is a good start for communicators to bear in mind the powerful influence of different perceptions on communication process, to learn the culture of other groups and to make your perceptions closer to each other. References Bjorseth, L. D. (n.d.). Improve your communication skills by cleaning your filter. Retrieved March 21, 2011 from: sideroad.com/Business_Communication/improve-communication-skill.html. Devito, J. A. (2009). The interpersonal communication book (12th ed.). Boston: Pearson Education, Inc. Dixon, T. L. (2008). Network news and racial beliefs: Exploring the connection between national television news exposure and stereotypical perceptions of African Americans. Journal of communication, 58, 321-337. Dwyer, J. (2009). Communication in business: Strategy and skills (4th ed.). Australia: Pearson Education Australia Ford, T. E. (1997). Effects of stereotypical television portrays of African-American on person perception. Social Psychology Quarterly, 60(3), 266-275. Griffin, E. (2006). A first look at communication theory (6th ed.). New York: McGraw-Hill. Kelly, M. S. (2006). Communication at work: Ethical, effective, and expressive communication in workplace. London: Pearson Education Inc. Lane, S. D. (2010). Interpersonal communication: competence and contexts (2nd ed.). Boston: Pearson Education, Inc. Lustig, M. W. Koester, J. (2010). Intercultural competence: Interpersonal communication across cultures (6th ed.). Boston: Pearson Education, Inc. Perception Innate and learned. Retrieved March 23, 2011 from: http://science.jrank.org/pages/5093/Perception-Innate-learned.html Singer, M. R. (1998). Perception and identity in intercultural communication. Maine: Intercultural Press, Inc. Varner, I., Beamer, L. (2010). Intercultural communication in the global workplace (5th ed.). New York: McGraw-Hill sideroad.com/Business_Communication/improve-communication-skill.html

Yahoo Corporation is a Technological Company

Yahoo Corporation is a Technological Company Yahoo Corporation is a Technological Company Yahoo Corporation is a technological company involved in innovative technologies to help mobilize resources and create opportunities around the world. It has formed various partnerships and supports a number of projects around the world through training and technological access. It basically deals with web hosting. It earns its profits through advertisements by various companies and providing internet connectivity. The company released its financial statements for the period up to 30th September 2011. These included its balance sheet, income statement and its cash flow statement. Comparing these with the financial statements of the previous financial year (the year ended 30th December 2010); there has been a significant increase in the profit margins and investment levels. The company is in a good liquid position; it is able to meet its short term and long term obligations as and when they fall due. Considering its current ratio which is given by: total current assets divided by its total current liabilities; (3404.59/1201.59 = 2.83), this implies that Yahoos assets of the value $2.83 are being used to meet its $1.00 of its current liabilities. It is in a position to meet quickly its current liabilities at a very comfortable position since it s able to convert its current assets quickly into cash (its quick ratio is given by its total current assets less inventory, divided by total current liabilities). Another evidence of good liquidity position is the, fact that, its debt to equity ratio is not below 1. The company is able to leverage its debt against the capital employed by its owners by ensuring that, the liabilities of the company do not exceed the net worth of the capital employed. This is advantageous to the company as its creditors do not have more stakes in the company than the shareholders. The 0.17 debt to equity ratio implies that $0.17 of debt and $1.00 of equity is being employed to meet its obligations. Altman Z score measures the physical fitness of the company. The Z-score for Microsoft is 2.73 given by: Given the companys Z score to be 2.23, this implies that that company is not on the safe side and should exercise precaution when dealing with debt. It should ensure that the amount of companys debt is kept at very low levels as possible to avoid chances of the company going bankrupt with years of its operation since the last date of preparation of its financial statements The company has made good amounts of profit in the previous financial year Out of the assets employed in its assets employed in its operations it makes a 34% return on the assets. This is given by the net assets divided by average total assets (293.29/857.39). This is an indication that the company is applying its assets to good and productive use. The owners capital invested in the company is applying its assets to good and productive use. The owners capital invested in the company is also being put into good use as there is an increase in its return from 2.67% to 3% in the year up to 30th September, 2011. The company makes $0.34 cents on every $ 1.00 sale they make. This is a good profitability level and the company should stay in business while at the same time looking for the other avenues to increase its profits. Change in strategy through of new products can be considered. Still the company can increase its profitability level by increasing its assets and ensuring they are being used to their maximum capacity. Good maintenance should also be part of i ts strategy to increase profitability. In terms of efficiency, the company can be rated at 7 points given a rating scale of 1-10 with 10 being the most efficient. It has been able to rotate its inventory in sales 6 times in the given fiscal year. This implies that there is high demand of the companys products and ensure that it delivery is made on time to ensure that they retain their customers for the goods sold. 15% of the total cost of goods is being funded by its suppliers. This is the accounts payable to sales ratio which is calculated by dividing the total amount payable in the books by the net sales multiplying by 100% (131.47/857.39). Comparing the above figures to those of the previous financial period (December 2010), there has been an increase in funding from the accounts payable. However, training programs should be devised to ensure an improvement in the efficiency of the companys management. The products should be manufactured only when the customer makes orders as this will help reduce the cost of the sales by eliminating/reducing the storage costs to be incurred by the company. The proportion of the companys debt to its equity is at 0.17 (debt/equity =2067.49/12460.11) this implies that there is $0.17 debt for every $1.00 equity. This amount should be reduces to a lower level to ensure that the share holders have more stakes in the company than its creditors. The company is to apply an approach which reduces the total amount of debt generally and instead fund most of its projects and activities through owners capital. This will reduce the interest expense and will have an incremental effect on the basic earning per share and hence increased rating in the stock exchange mortal. In conclusion, the company generally is at a good financial position It is highly liquid, very profitable and its capital structure is favorable to the shareholders. However this should be improved by reducing the debt to equity ratio. The Z score though indicates that the company is not at a better position, it needs to work on its financing strategies to reduce its chances of going bankrupt in the coming years of operation. It needs to take its Z score value to 3 and above.

Public Sector Accounting Essay Example | Topics and Well Written Essays - 750 words

Public Sector Accounting - Essay Example The financial information is presents the comparative past informations and budgets expectation for future years in available form hence a foundation for budgeting. The ability to separately present the financial information of donor and those of the municipality enhances the decision making of those who provide funds to review the operations involved and how their funds were utilized thereby providing them with better information for decision making. Those charged with governance of Yorba Linda are not only responsible for the inflow and outflow of cash, but also the resources and obligations to which they are in charge of. In accrual accounting, the information obtained provides a better measure for evaluating performance as it enables those charged with governance to evaluate their performance of service against the full costs of providing such services. This improves accountability as compared to fund accounting in which those charge with governance are only accountable to those which the government requires. For example, assets administered by the municipal on behalf of the central government may not appear in the federal accounts. Yorba Linda municipality has significant assets and liabilities under which they manage and through accrual accounting which requires disclosure of material financial information which enhances fiscal transparency and accountability (JONES, 2011). Compared to fund accounting that segregates the funds into different categories, accrual accounting requires full financial statements that are interrelated to one another. This provides an integrated view of the municipality and provides better information for decision making. Accrual accounting will include information of non-cash transactions of the municipality such as creation and settlement of liabilities including payments due thus show the true

The Clash of the Titans. Soviet-American rivalry Essay

The Clash of the Titans. Soviet-American rivalry - Essay Example Post World War II at the Yalta conference, Stalin, Churchill, and Truman agree to divide Germany into zones of military occupation in which the Soviets possessed the East Germany while the Americans would take control of West Germany Grant 4. On March 1948, a secret meeting between the United States, Great Britain and France took place where the three nations agreed that democracy was the best solution for Berlin Grant 8. The Soviets shocked by this conspiracy withdrew from the Allied Council and blockaded the city of Berlin, which cut all the supplies to West Berlin Grant 8. The tension of this situation can be best described by Winston Churchill, the leader of the Great Britain describes this division in his famous speech where he states, â€Å"†¦An iron curtain has descended across the continent†¦Behind that line... all are subject†¦I do not believe that Soviet Russia desires war. What they desire is the fruits of war and the indefinite expansion of their power and doctrines.† Grant 6. The â€Å"Berlin blockade† was a blessing in disguise for the United States, who quickly reacted by conducting airlift operations. The â€Å"Berlin airlift† showed the supremacy of American flight dominance and gave hope to citizens of Berlin, who feared that the West would abandon them 26. Finally, the Soviets ended the blockade and the West had won the first epic â€Å"battle.† The blockade was essentially a slap in the face, who failed to contain democracy at its best . Yet, the conflict was not over and the race for nuclear arms intensified the battle for the â€Å"survival of the fittest.†

Nurse-Patient Mandated Ratio Assignment Example | Topics and Well Written Essays - 750 words

Nurse-Patient Mandated Ratio - Assignment Example These are the main centers of policymaking and take initiative to educate the public at both state and federal level. Proposed legislation faces more criticism at the committee level, which is why there is need to understand the committee. Since legislators face numerous task as an advocate I can take, advantage of this situation and wield a lot of power by trying to help my own legislator in evaluation of various issues therefore influencing how he will vote on the issue. At the local level, the best strategies to employ would be making my way into the legislative arena and getting to acquaint myself with the committees and staff members of the legislative (Abood, 2007). Still at the local level, I will also try to get to understand how the legislative process works so that I can familiarize myself. Finally still at the local level I will need to identify the key players so that when I move to the state level I know whom to influence (Abood, 2007). At the state level, I will deploy the last two strategies where I get to understand how the committee works by trying to be close or interact with them at some points. Then finally, I create a good rapport with the legislator whom I will try to influence to support the necessary policies and vote for them. There are various sources of power that can increase my influence for votes. Focusing on professionalism, the key sources I get include adding credentials by doing additional courses to elevate my current position. I can also join various professional clubs and organization, which will make me gain a certain state in the society and get to interact with various professionals across the state. I can also network with the current legislator and committee members as their status can influence my popularity and thus increasing my votes. Other professional strategies I can use include participating in activities that I know will reward me

Writing assignment on the movie American History X Essay

Writing assignment on the movie American History X - Essay Example One of the adolescents escapes while Derek smashes the cranium of one of the adolescents against the pavement. This is a movie about racism. It is also about the effects of racism on the psyches of Danny and Derek Vinyard. Derek gets convicted for assaulting the black adolescents and is sent to prison for three years. This movie is a perspective of the multiplying effect of racial animosity and how it can cause a person to overreact. While incarcerated, Derek adopts a nationalistic white supremacist posture. The element which adds interest to this cinematic work is that Derek is intelligent and articulate. Derek believes that Americans should be given opportunities to work. Derek articulates this point to such a degree that he motivates the adolescents in the neighborhood to attack and rampage through a Korean grocery establishment. Derek justifies this by stating that the Korean establishment should have hired at least one or two Americans rather than hire forty Mexican migrant workers. The quote from the book titled: Higher Learning in America 1980- 2000 which states: â€Å"It is a generation which defines itself more by its differences than its similarities† (Levine, 1993 p 336) applies again when Derek in confronted in the correctional facility and is rescued from white supremacists who sexually assault him. Derek is rescued by a black man who later becomes his friend and coworker in the correctional facility laundry. This black man who ironically saves Derek from members of his own race who sexual assault him is named Lamont (Guy Torry). In this part of the movie titled : American History X, it is demonstrated that there are two sides to every story. The quote from the book titled: Higher Learning in America 1980- 2000 by Arthur Levine which states: â€Å"It is a generation more defined by its differences than its similarities† (Levine 1993 p 336) becomes more and more

The Novel Kate Chopin The Awakening and the Short Story by Kate Chopin Essay

The Novel Kate Chopin The Awakening and the Short Story by Kate Chopin The Story of an Hour - Essay Example Sometimes cultural expectation or social conditions make people behave in a typical manner. Kate Chopin’s short story ‘The Story of An Hour’ and his novel ‘The awakening’ are two works in which the social conditions or the cultural expectations compel people to escape to the world of freedom (Petry, 1996) (Koloski, 1996). The protagonist of the novel ‘The awakening’ longed to take herself away from the expectations of her society (Telgen and Hile, 1998). While reading between the lines of ‘The awakening’, readers can find that the most crucial incident, the suicide of Edna (at the end of the book) is a consequence of her attempt to escape from everything and to tear herself away the social expectations to which she was strongly bounded to (Ewell, 1986). Her mentality was one of despair in which she does not wanted to live in the way she was supposed to be. Reading thorough the mind and sole of Edna, we can see that the decisi on that she has taken at the end was the one and only solution for her to escape from the internal struggles she suffered. She had violated the line that marks the norm of the society (and its conventions) of the late 1800s (Telgen and Hile, 1998). Edna’s despair that she will not be able to live in the ‘expected’ manner, leads to her take her own life. ... Edna was actually becoming free (recognizing her selfhood) attaining freedom and victory that was denied to her by Robert. Edna is a woman who should have born couple of centuries later; she would never fit in the life of the 1800s. Robert’s demand for Edna to be his wife, a ‘mother-woman’, following all the social conventions and followings, were unacceptable to Edna. As far as she was concerned, such a submission to his desires is a denial of her identity. Edna was unable to face this reality and she opted not to live rather than being submissive to the followings. She does not want herself to be locked inside the societal cage in which men others wanted her to reside. Her outlook and personality made her unfit for the life of her times. Edna’s life became quite unsuitable for the role her lover, husband and what the society demanded for her. Edna’s personal desire of freedom was denied in all her relationships, her father, her husband and even Rob ert (Ewell, 1986). Everybody denied her wish to live in her freedom and wanted her to submit her ‘sense of self’ in the role she was expected to play. Edna refuse to play these roles and her sense of self was too strong and very precious for her. "Edna's sense of self makes impossible her role of wife and mother as defined by her society; yet she comes to the discovery that her role of wife and mother also makes impossible her continuing sense of independent selfhood" (Chopin, 1982). She was found to be moving into the water and swimming away from the shore where she would remember "Leonce and the children. They were a part of her life. But they need not have thought that they could possess her, body and soul" (Chopin,

Writing assignment on the movie American History X Essay

Writing assignment on the movie American History X - Essay Example One of the adolescents escapes while Derek smashes the cranium of one of the adolescents against the pavement. This is a movie about racism. It is also about the effects of racism on the psyches of Danny and Derek Vinyard. Derek gets convicted for assaulting the black adolescents and is sent to prison for three years. This movie is a perspective of the multiplying effect of racial animosity and how it can cause a person to overreact. While incarcerated, Derek adopts a nationalistic white supremacist posture. The element which adds interest to this cinematic work is that Derek is intelligent and articulate. Derek believes that Americans should be given opportunities to work. Derek articulates this point to such a degree that he motivates the adolescents in the neighborhood to attack and rampage through a Korean grocery establishment. Derek justifies this by stating that the Korean establishment should have hired at least one or two Americans rather than hire forty Mexican migrant workers. The quote from the book titled: Higher Learning in America 1980- 2000 which states: â€Å"It is a generation which defines itself more by its differences than its similarities† (Levine, 1993 p 336) applies again when Derek in confronted in the correctional facility and is rescued from white supremacists who sexually assault him. Derek is rescued by a black man who later becomes his friend and coworker in the correctional facility laundry. This black man who ironically saves Derek from members of his own race who sexual assault him is named Lamont (Guy Torry). In this part of the movie titled : American History X, it is demonstrated that there are two sides to every story. The quote from the book titled: Higher Learning in America 1980- 2000 by Arthur Levine which states: â€Å"It is a generation more defined by its differences than its similarities† (Levine 1993 p 336) becomes more and more

Based on a business model, write a business plan Assignment

Based on a business model, write a business plan - Assignment Example Sydney has a very active nightlife but most bars located near the Harbour area are expensive and crowded, clients are frequently confronted with unpleasant strangers who have had too much to drink and noisily beeping poker machines. Sinner Party Company would provide their clients with the freedom to choose a private bar service at their own venue, a bar in premises provided by the company, bar supplies, a menu of their preference and even their own guest list, so client has absolutely nothing to worry about except having a good time. The unique offering of the company is that they are licensed to provide sales and service on a mobile basis across Sydney, thus Sinner Party Company can set up a shop at venues that do not hold a liquor license such as the client’s homes. The company would provide bar services for weddings, corporate or private parties. The company is a dedicated project of two enterprising state-licensed individuals who have had more than 10 years of experience in the industry, a team of professionally trained bar tenders, a dedicated creative team. From professional services, wide selection of menu items, themed parties, to exceptional decor and music SPC can customize any soiree to the needs of their client and give them a memorable event. The company requires financial assistance from bank (s) which would be payable over a period of 10 years as the business prospers. Table of Contents Business Plan 1 Sinner Party Company 1 Executive Summary 2 Table of Contents 2 1.Background 4 1.1.Mission Statement 4 1.2.Company History 4 1.3.Business Goals of the Firm 5 2.Marketing 6 2.1.Market Research 6 2.2.Market Analysis 6 2.3.Industry Trends 6 2.4.Seasonal Variations 7 2.5.Competition 8 3.SWOT Analysis 9 4.Marketing Mix 10 5.Operations and Production 12 5.1.Licensing Requirements for a business in Sydney 12 Certificate of Registration of a Club 12 Club Licence (Liquor) 12 Food Standards Code 12 APRA Licence - Recorded Music for Dance Use in Nightc lubs 12 Approval to Connect a Private Drain or Sewer with a Public Drain or Sewer 12 Approval to Dispose of Waste into a Public Sewer 12 Australian Business Number Registration (ABN) 12 Compliance Certificate 12 Employer Requirements - Superannuation Guarantee 12 Fair Work Information Statement 12 Final Fire Safety Certificate 12 National Business Name Registration 12 Notification of a Food Business 12 Occupation Certificate 12 5.2.Obtaining a Liquor license 12 5.3.Organizational Chart 13 5.4.Plant and Equipment 14 6.Financial Forecasting 15 6.1.Forecasting Profitability 15 6.2.Forecasting Assets, Financing Requirements and Cahs Flows 17 6.3.Labour Costs 20 7.Time Line for SPC 21 8.Life Cycle of Business 22 9.References 23 Appendix 25 1. Background Since colonisation the pub has been an integral part of the Australian culture, for both social and economic reasons (Kirkby, 1997). Kirkby (1997, p. 19) further writes that pub keeping had a central role in colonisation because it provid ed a place to stay, eat and socialize to travellers and outlying settlers, and eventually became the centres of towns and an essential part of European identity. Since 1990s there was a gradual liberalisation of pubs and nightclubs in Australia because: firstly the pub hours increased and second there was massive expansion in NSW and Victoria where the regulatory requirement of accompanying food with drinks was abandoned (Blocker et al., 2003). Sydney is the financial hub of Australia; it is the home to most major banks and multinational corporations

Elementary Education Essay Example for Free

Elementary Education Essay Reading Comprehension -The student uses a variety of strategies to comprehend grade level text; Strand: Reading Process Listening and Speaking The student effectively applies listening and speaking strategies. Informative The student develops and demonstrates technical writing that provides information related to real-world tasks. Benchmark: LA. 2. 1. 7. 3. The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts; LA. 2. 5. 2. 4. The student will listen politely to oral presentations by classmates. LA. 2. 3. 1. 1. The student will prewrite by generating ideas from multiple sources (e. g. , text, brainstorming, webbing, drawing, writer’s notebook, group discussion, other activities); LA. 4. 4. 2. 5. The student will write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map. Grade Level: Grade 2 Objectives: 1. Using the book The Trumpet of the Swan, the class will understand the main idea of the story by reading, listening and students discussion. 2. Basing on the journals of Louis in the Trumpet of the Swan, the class will come up with their very own journal writing. 3. Using the given information in the book The Trumpet of the Swan, the class will make a map of the main characters travels and adventures. Activities: Before reading: 1. Ask the class if they know what a journal is and if they have ever written one. 2. Tell the class you are going to read them a story entitle The Trumpet of the Swan. During reading: 3. Read the Trumpet of the Swan. 4. Show a map of Canada and point important spots that are mentioned in the Trumpet of the Swan. 5. Show a sample journal and explain how to write and what to write. After reading: 6. Ask the class to read Sams poem and summarize the text and identify the main idea of the poem (Reading). 7. Ask the class to write a journal about nature (Writing). 8. Have the class make a map of Louis’ travels and adventures including all the important spots in Canada, Montana and the Northeast (Visually Representing). 9. Have the class discuss the book by having them share their favorite part and ask questions like the following: How to behave in the woods if you want to appreciate nature, what are their stand on the ethics of Louis father, why is there a need for Serena to hear the beautiful song of her mate, does anyone identify with Applegate Skinner? Or have someone recite a part of Sams poem (Talking/Speaking). 10. Ask the class to listen when a classmate recites a poem and identify the main idea of the poem (Listening). Assessment of Writing Development: The 2 ways of assessing a students writing development are Rubrics and Portfolio assessment. ? Rubrics are tools teachers and students use to evaluate and classify writing, whether individual pieces or portfolios. They identify and articulate what is being evaluated in the writing, and offer descriptors to classify writing into certain categories (1-5, for instance, or A-F). Narrative rubrics and chart rubrics are the two most common forms (UNL|FLWI, 2008). ? Portfolio assessment is the collection of students work over time reflecting their progress, efforts and achievements and teachers based it on the following items: students Projects, surveys, reports and units from reading and writing Favorite poems, songs, letters, and comments, Interesting thoughts to remember, Finished samples that illustrate wide writing, Examples of writing across the curriculum, Literature extensions, Student record of books read and attempted, Audio tape of reading, Writing responses to literary components, Writing that shows growth in usage of traits, Samples in which ideas are modified from first draft to final product, Unedited first draft, Revised first draft, Evidence of effort, Self-evaluations, Writing that illustrates evidence of topic generation (Hurst, 2009). Assessment of Grammar Skills: You can informally assess childrens grammar skills by: ? Reviewing childrens work on relevant pages in their Student Books, handwriting sentences they copied during Daily Routines, and especially their own independent Quick Writing. ? Another method is by formal graded assessments such as quizzes, selected homework activities, and in-class tests (Porter and vanDommelen, 2005). Assessment of Spelling Skills: The two ways of assessing the students spelling skills are observation and analysis of the work samples. ? Observation can be done in the classroom by observing the students as they write and as they try to use words that are beyond their ability level. It is important that observation be supplemented later with the students work samples and it should be done in a systematic way. ? Analysis of the work samples is an assessment of students spelling ability from examination of samples of their unaided writing (Westwood, 2008). These samples can be taken from students exercise books, test papers, and language arts portfolios (Fiderer as cited in Westwood, 2008). THE SPELLING PATTERNS: 1. Blends: are 2 or 3 letters combined to form a distinct spelling sound. Examples are : -br- in brown and break and -fr- in fry and freeze 2. Digraph: A group of two successive letters whose phonetic value is a single sound. For example, EA in BREAD, CH in CHAT, or NG in SING. 3. Diphthong: the union of two vowels, pronounced by a single impulse of the voice; as, ea in beat, ou in sound. 4. R-controlled vowels: When a vowel is followed by an r, it makes a special sound. These are called r-controlled vowels, or r-colored vowels. Examples are /ar/ sound as in car, /er/ sound as in butter. 5. Long vowel: a sound which is the same as, or very similar to the letter name of one of the vowels. Examples are /a/ as in gate, /e/ as in need. 6. Short vowel: Are vowels of shorter duration. Examples are short /a/ as in bat, short /e/ as in bet. 7. Contraction: is a word made up from a verb and another word where an apostrophe takes the place of any letters that are left out. It can be positive contraction or negative contraction. Examples are: arent are not and heres here is. CUING SYSTEM: 1. Semantics — the study of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms. 2. Syntax — the conventions and rules for assembling words into meaningful sentences; syntax varies across languages. 3. Graphophonic — Refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language. 4. Phonological awareness — The understanding that speech is composed of sub-parts sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes. Cuing Strategies â€Å"Used by effective readers to figure out unfamiliar words and to make meaning, cuing strategies include knowledge of syntax, semantics, words and word meaning, and graphophonics (letter/sound associations). Teachers can guide students to use cuing strategies by reminding them to ask themselves, did it sound right? Did it make sense? Did the word look right? † (Teacher Resources, 2002). References Advice for Teachers: Assessing Student Writing. UNL | FLWI. 2008. 03 Apr. 2009 http://flwi. unl. edu/advice/studentwriting. html#suggestions. Porter, Patricia, and Deborah VanDommelen. Integrating Assessment with Grammar-for-Writing Instruction. CATESOL: California Teachers of English to Speakers of Other Languages. 2005. 03 Apr. 2009 http://www. catesol. org/Porter_vanDommelen. pdf. Hurst, Carol Otis. Portfolio Assessment in the Reading-Writing Classroom. Carol Hursts Childrens Literature Site Reviews and teaching ideas for kids books. 03 Apr. 2009 http://www. carolhurst. com/profsubjects/portfolioassess. html. Westwood, Peter. What Teachers Need to Know about Spelling. Aust Council for Ed Research, 2008. Teaching Reading: Lens on Literacy. Teacher Professional Development and Teacher Resources by Annenberg Media. 2002. http://www. learner. org/libraries/readingk2/front/otherterms. html.

Molecular Modelling: Explained

Molecular Modelling: Explained Molecular modelling is one of the fastest growing fields in science, but what is it and what does it mean? â€Å"Molecular modelling encompasses all theoretical methods and computational techniques used to model or mimic the behaviour of molecules. The techniques are used in the fields of computational chemistry, drug design, computational biology and materials science for studying molecular systems ranging from small chemical systems to large biological molecules and material assemblies. The simplest calculations can be performed by hand, but inevitably computers are required to perform molecular modelling of any reasonably sized system. The common feature of molecular modelling techniques is the atomistic level description of the molecular systems. This may include treating atoms as the smallest individual unit (the molecular mechanics approach), or explicitly modelling electrons of each atom (the quantum chemistry approach).†[1] As stated, molecular modelling is a way to notice the interaction of a molecule with a molecular system. The best way currently to carry out this process is through computer modelling, but it is still plausible to perform the simplest of studies through the use of molecular mechanics or through the use of a notepad, pen and calculator. However the main concern is that most of the time it may be necessary to carry out molecular modelling through computer modelling as it can be very difficult to work out some of the calculations by hand, whereas the computer can accomplish this for us. So what is it? Furthermore to this all, molecular modelling is an expanding topic with more and more developments occurring within the field as the days go on. New scientific papers and methods are being posted as well as an increased amount of journals being published. From this we can see that it’s a topic with a huge variety knowledge and background. This is justified alone from how many issues there are with the problems where molecular modelling can be applied and the abundance of methods that can be used. The journals and papers written about molecular modelling also go into detail of theoretical chemistry and computational chemistry. As a result of this, it is very hard to keep up with molecular modelling techniques and theories due to the fact that there is an increased knowledge of the field as each day goes on. Thanks to the role of the internet, scientists are able to access more journals and papers to find articles on the relevant field they are interested in studying. This in tu rn also means that there are articles directed for all readers to understand, whether you know nothing at all to someone who is a researcher in the field of theoretical chemistry. The brilliance of this all is that there are documents of research, which keep up to date with only the recent developments, so it’s a quick fix for some scientists to see what they’ve missed out.[2] Molecular modelling is alternatively know as molecular mechanics. The basis of the method is to work out the structure and calculate the energy of molecules from their nuclear motion. The idea of how molecular modelling works is assumed on the Born-Oppenheimer approximation of the Schrà ¶dinger equation. This meaning that the approximation states that nuclei, due to their mass being greater than electrons, move more slowly. As a result we can identify the nuclear motion of nuclei separately to that of electrons and therefore the rotations and vibrations can be studied alone assuming that electrons move fast enough to adjust to any movement of its nuclei. Through the use of force fields, we can calculate the energy and geometry of a molecule. This creates the measure for molecular modelling. A force field is a collection of atom types, parameters and equations. By looking into further examples, we can show how molecular modelling is used. Looking into the idea of force fields, we can see that certain atoms have several atom types. We can look at compounds like ethylbenzene, which contains hybridised carbon atoms and aromatic carbon atoms. Through this, we can further explain it to show the parameters of force fields in different bonds as ethylbenzene has different C-C bonds, which are present in the ethyl group and phenyl ring. The total energy of a molecule is separated into different parts named force potentials. These are calculated separately and then added together to give the total energy present within a molecule. These force potentials are what are associated with the equations for the energies with bond stretching, bond bending, torsional strain and van der Waals interactions. E(total) = E(stretch) + E(bend) + E(s-b) + E(torsion) + E(vdW) + E(dp-dp) Energy due to Bond Stretching If a bond within a compound is stretched or compressed, the energy of the bond increases. The form of calculation for the potential energy for a bond stretching and compressing is a similar calculation to that of Hooke’s law for a spring, except a cubic term is included. As a result of the cubic term, it helps to keep the energy from rising too sharply when the bond is stretched. Energy due to Bond Angle Bending When bonds are bent away from the standard degree, the energy increases. However, there are some exceptions for the calculations of this energy, as cyclic compounds provide special atom types and parameters, which are used in the force field. Energy due to Stretch-Bend Interactions Bonds will stretch to release tension when two bonds have their angle reduced. Through the use of cross term potential functions, we can take into account the terms of bond stretching and bond bending together. Energy due to Torsional Strain intramolecular rotations require energy. The torsional potential is a Fourier series that accounts for all one to four through-bond relationships. Energy due to van der Waals Interactions The van der Waals radius of an atom gives its effective size. As two non-bonded atoms are brought together, the attraction increases causing a decrease in energy. If the distance between the two non-bonded atoms equals the sum of the can der Waals radii the attraction is at a maximum. The closer the atoms are brought together, the greater the energy and the greater the van der Waals repulsion. Energy due to Dipole-Dipole Interactions The calculation for dipole-dipole interactions is similar to that of Coulomb’s law. We can calculate it by considering all the interactions in a molecule. If there is a net charge present in the molecule, calculations must be carried out for charge-charge and charge-dipole.[3] To put this all into layman terms, molecular modelling varies from the construction and imaging of simple molecules to creating computer simulations on large protein molecules. Through the use of advanced computer software, we can visualise, rotate, optimise and manipulate molecular models. Some calculations can take up to a few seconds but there are models where it would take months to produce results.[4] What is it used for? Molecular modelling allows us to create a greater visual aspect to show the shapes of molecules and show how they interact. It is used vastly in certain fields, such as, Biology. An example of this would be through enzymes. Their substrates, receptors and their signalling. As of this we can see how useful and how certain molecules interact with one another forming complex molecules where we can then evaluate how strong the binding affinity is and how it would visually be seen. The biological activity of a drug molecule is supposed to depend on just one unique shape amongst all low energy structures. Through the use of molecular modelling, we can search and target these bioactive conformations. Molecular modelling allows us to identify the atomic and molecular interactions that control the behaviour of a physical system. The molecular interactions that would be identified would be those mentioned above to work out the energy of the force potentials. One of the first approaches to calculating molecule-molecule binding free energy differences was through the use of comparative molecular field analysis (CoMFA) [Cramer et al., 1988], which allowed us to understand and interpret the active sites of enzymes without a crystal structure being present. Molecular mechanics allows us to find the best viable solution in which we can model large and non-symmetrical chemical systems. This can be for molecules such as proteins and polymers. Through the use of the classical laws of physics, molecular mechanics allows us to predict the chemical properties of molecules. The issue with this is that we cannot calculate or deal with bond breakage or formation where the treatment of electrons dominate the effects. We tend to turn to molecular mechanics for comparative results rather than absolute quantities. For example, a force field is an empirical approximation for structure-energy relationships in molecules, which allows us to show a comparison between speed and accuracy. We can produce a better, or even, a more realistic geometry value for the vast majority of organic molecules, due to the fact they are highly parameterised thanks to molecular mechanics. Molecular dynamics is highly dependent on Newtonian mechanics. this is a conformation space search where atoms are given an initial velocity and are then allowed to evolve in the time. [van Gunsteren Berendsen, 1977]. The issue with molecular dynamics is that we have to use minimisation schemes, but if we take a look at the effects of temperature, some molecules can overcome the potential energy at the surface. Through the use of simulated annealing, we can control these issues at present [Kirkpatrick et al, 1983, Cerny, 1985]. This allows us to use molecular dynamic calculation in which the system temperature is raised to a large value to allow a spread of exploration of the available conformational space. With an increase in dynamics, the system temperature would be decreased. The last phase would be to use minimisation to select a minimum energy molecular conformation.[5] Molecular Modelling Challenges There are numerous challenges that pose in the way of molecular modelling. They range from the lack of knowledge about certain species of molecules to the free energy calculations that are taken place. There has been vast development in knowledge within areas such as in gene databases. The issue is, there is a lack of information in the laws of protein folding for example. There is only so much we know about sequence information but with the little intelligence we have about protein folding, it restricts the inference of structure from sequence. A novel approach scans a pathological vector victimisation the tools of molecular biology; of the various relevant proteins made, a couple of are often isolated, crystallised, and structurally elucidated. The structures of traditional and pathological molecules are often compared and compounds designed to inhibit pathogenic enzymes or receptors by selection. distinguishing the targets is that the initial downside we tend to encounter. So with the structure of even one target protein, and therefore the information of function of its receptor or active site, its currently doable to use computer tools to make and dock a ligand or inhibitor before investing time and resources for synthesis and testing. Conversely, large-scale screening might detect â€Å"new leads† that then should be modelled so as to explore later synthetic analogs. In either case, molecular modelling is crucial for understanding and exploring the structure-function relationship. attractive and repulsive forces are often summed and therefore the work quantified. Ideally, one seeks a correlative listing of experimental and computational values to offer assurance that novel compounds are often evaluated before being synthesised. However, there still are exceptions and sudden surprises (Meyer et al., 1995) that has to temper the passion of the molecular modeller. Based on Fischer’s â€Å"lock and key† simile, the mechanical view of molecular interactions are often understood and applied to biomolecules. However, even â€Å"rigid† molecules have local flexibility and fluxional water molecules are typically a structural appendage of each the â€Å"lock† and therefore the â€Å"key,† which implies the in vivo structure might disagree considerably from that on the display screen. Therefore, modelling code must have a choice to simulate the presence of pervasive water molecules. Molecular mechanics calculations will solely seek the local energy minimum, however are unable to climb the pass into the next energy level. Molecular dynamics simulations are a strong tool for inclusion of the fluxional nature of biomolecules and in best circumstances, will explore the energetic landscape in search of the energy minimum. Atomic parameters are approximate and based on a generic, classical atom, whereas these parameters change modify in a fluxional structure, thus quantum molecular dynamics is required. This field has however to mature, and necessary computational resources greatly exceed today’s supercomputers, to not mention the PC. Again, however does one treat water rigorously (dielectric constant, ionisation state, fluxional H-bond- ing; bulk vs. microscopic quantities)? Challenge #3 could be a rigorous computational simulation of a biochemical reaction in an exceedingly in a accessible to the synthetic chemist, as mentioned by professor Ursula Roethlisber ger (ETH Zentrum, Zà ¼rich, Switzerland) at this symposium.[6] Another big issue is the topi that there is extreme difficulty in calculation free energies by computer. Free energy is often considered to be the most important value when looking into thermodynamics. It can be expressed in two ways, Helmholtz function or Gibbs function. Both work similarly in the sense that they both work with only a constant number of particles and a constant temperature, but Gibbs free energy works with also a constant pressure (NPT) and Helmholtz works with a constant volume (NVT). Most experiments that are carried out, it is best suited to use the Gibbs function as most conditions are kept under constant temperature and pressure. The issue with all of this, is that free energy calculations are difficult to carry out then working with liquids or flexible macromolecules as they have far too many minimum energy configurations separated by low-energy barriers. Other calculations that are difficult to carry out are those such as entropy and chemical potentials. Through the use of the Monte Carlo simulation or ‘standard’ molecular dynamics, it is still very difficult to calculate free energy because said simulations do not sufficiently sample the regions of phase space, which contribute greatly to free energy. The two simulations, molecular dynamics sampling and Monte Carlo, are used to find the lower-energy reasons of phase space. as a result, the sampling data will not show reflection of the high-energy regions, so calculating free energy through simulation tends to give inaccurate values. Another problem is the calculation of free energy differences of two states. We can approach these issues mentioning the simulations above. Three methods have been proposed; thermodynamic perturbation, thermodynamic integration and slow growth. From these we can calculate the free energy differences. New methods for calculating free energy changes can be worked out with errors no more than 1 kcal / mol in certain cases. Through the use of the two different simulations, one of the initial system and one of the final system. The energies calculated from the two systems are large numbers, with a great error. The difference would be comparable in magnitude to the error in the energy of each system. We determine what the free energy is in terms of interactions involving the solute, which in turn allows us to give a more accurate reading in energy calculations. The two energy systems calculated, are large numbers with a great deal of error, but from this we can take the enthalpy difference and error difference then compare them in magnitude. From this, free energy is calculated based on the interactions involving the solute, therefore we can calculate free energy much more accurately. When looking at the major sources of error with free energy calculations in computer simulations, they can result from inaccuracies in potential model choice or its implementation. Our other source of error comes from the phase space, by collection insufficient sampling. The main issue is the fact that we cannot find a method that guarantees adequate coverage of phase space, meaning it is hard to calculate free energy values. We can identify the inadequate sampling through two methods, we can run the simulation for an increased duration, so using the molecular dynamics simulation, or for an increased amount of repetitions, so the Monte Carlo simulation. We can perform this in both the forward and reverse directions, so a different scheme can be use to calculate the free energy difference. Most of the time, the simulation is run in both directions, and from this, we can calculate the lower-bound estimate of the error in calculation from the different in free energy values. One thing we have to be cautious of is the fact that we need to be careful when carrying out these simulations, because when we cary out more than necessary amounts of simulation over a short simulation, estimating errors is a lot more difficult because the results give a near zero difference between the forward and reverse directions. If the time of simulation exceeds that of the relaxation time of the system, then it is possible to carry it out reversibly. However, if the time of simulation is that of the same order of magnitude as the relaxation time then approximately zero hysteresis may result. This would be due to the incapability of the system to adjust to the changes. Within this, free energies in both directions could appear to be the same and as a result, quite likely to be wrong.[7] [1] Molecular modelling Wikipedia, the free encyclopedia. 2014. Molecular modelling Wikipedia, the free encyclopedia. [ONLINE] Available at: http://en.wikipedia.org/wiki/Molecular_modelling. [Accessed 22 March 2014]. [2] Leach, Andrew R., 2001. Molecular Modelling: Principles and Applications. 2nd ed. London: Harlow : Prentice Hall. [3] Introduction to Molecular Modeling. 2014. Introduction to Molecular Modeling. [ONLINE] Available at: http://chemistry.gsu.edu/Glactone/modeling/MMintro.html. [Accessed 22 March 2014]. [4] What is Molecular Modeling?. 2014. What is Molecular Modeling?. [ONLINE] Available at: http://www.worldofmolecules.com/txtbk2/topic1.htm. [Accessed 22 March 2014]. [5] Using Molecular Modelling to Study Interactions Between Molecules with Biological Activity | InTechOpen. 2014. Using Molecular Modelling to Study Interactions Between Molecules with Biological Activity | InTechOpen. [ONLINE] Available at: http://www.intechopen.com/books/bioinformatics/using-molecular-modelling-to-study-interactions-between-molecules-with-biological-activity. [Accessed 22 March 2014]. [6] Edgar F. Meyer, Stanley M. Swanson, Jocylin A. Williams, 2000. Molecular Modelling and Drug Design. Pharmacology Therapeutics, [Online]. 85, 113–121. [7] Leach, Andrew R., 2001. Molecular Modelling: Principles and Applications. 2nd ed. London: Harlow : Prentice Hall.

Customs of the Arunta Society Essay -- essays research papers

The Arunta are a group of Australian Aborigines who have many customs and reasons for why they do what they do. Their customs reflect their society because everything they do has a reason. Some customs may have come about because of the environment, the natural resources, or possibly just beliefs. There are several customs about family and kinship. An Arunta camp usually has one to two families. The Arunta live in such small groups so they do not have to worry about hunting a lot of food for big camps. If their camp were attacked, it would be a lot easier to look after a small amount of people and belongings. It may be more efficient to hunt in larger groups, because you have more of a chance to find animals, and if one person were to be attacked by some sort of animal or person, there ...

Foundation Degree in Accounting & Finance Essay -- Business Management

Foundation Degree in Accounting & Finance How training contributes to the achievement of business objectives In order for the organisation to benefit from successful training, there must be a planned and systematic approach to effect management of training. R Harrison (1989:48) defined systematic approach as â€Å"†¦in order to determine as precisely as possible what are the minimum resources the organisation should invest for the development of its workforce, an accurate assessment should be made of known and agreed training needs at all levels. A training plan can then be formulated which can guide the organisation in its investment of resources, in the operation of training and development, and in their evaluation.† A plan for training and development can guide top management to make the following decisions:  · Decision about the investment of resources through time.  · Decision about the agreed corporate goals and strategy for employee development.  · Decision about the key roles necessary to ensure effective implementation of strategy. Within the individual manager’s department, there should be the same agreement on what overall needs exist, however they may be defined and over whatever time length they are to be met. The manager can then put forward a reasoned case for the resources to meet those needs. L Mullins (2002:694) cited that â€Å"The purpose of training is to improve knowledge and skills, and to change attitudes. It is one of the most important potential motivators. This can lead to many possible benefits for both individuals and the organisation.† L Mullins (2002) suggested that training can make an impact on the organisation: * Increase the confident, motivation and commitment of staff. * Provide recognition, enhanced responsibility and the possibility of increased pay and promotion. * Give a feeling of personal satisfaction and achieve, and broaden opportunities for career progression. * Help to improve the availability and quality of staff. Therefore we can see that training is an essential element of improving organisational performance. The intention of training is to generate a greater measure of positive commitment, a reduction of workplace alienation and enhanced quality of output. D Torrington et al (2002) suggested that objectives should give employees a clear idea of p... ...3rd edition, The Cromwell Press, Wiltshire Harrison R (1989), Training and Development, 2nd edition, LR Printing Service Ltd, West Sussex Mullins L (2002), Management and Organisational Behaviour, 6th edition, Pearson Education Ltd, Harlow Torrington D et al (2002), Human Resource Management, 5th edition, Pearson Education Ltd, Harlow Bibliography Beardwell I et al (2004), Human Resource Management – A Contemporary Approach, 4th edition, Pearson Education Ltd, Harlow Garratt T (1997), The Effective Delivery of Training Using NLP, Kogan Page Ltd, London Harrison R (1992), Management Studies 2 - Employee Development, 3rd edition, The Cromwell Press, Wiltshire Harrison R (1998), People and Organisation - Employee Development, 2nd edition, The Cromwell Press, Wiltshire Harrison R (1989), Training and Development, 2nd edition, LR Printing Service Ltd, West Sussex Mullins L (2002), Management and Organisational Behaviour, 6th edition, Pearson Education Ltd, Harlow Pettinger R (2002), Introduction to Management, 3rd edition, Palgrave, Hampshire Torrington D et al (2002), Human Resource Management, 5th edition, Pearson Education Ltd, Harlow

U.S. Army 8 Person Funeral Detail

8 SOLDIER FUNERAL DETAIL COMPOSITION OF DETAIL C-12. The 8 man funeral detail normally consists of an OIC or NCOIC (depending on the rank of the deceased veteran), an NCOIC of the firing party, a five or six soldier firing party (who also act as pallbearers) and a bugler, if available. For this description there is an OIC of the funeral detail and an NCOIC of the firing party/pallbearers. DETAIL, WEAPONS ARE IN PLACE C-13. Weapons are pre-stacked in an appropriate position, in plain view, and a good distance from the gravesite. The firing party, acting as pallbearers, is pre-positioned along the roadside; awaiting the arrival of the hearse.The OIC is located where the hearse will stop. RECEIVING THE CASKET C-14. As the hearse approaches, the NCOIC orders the detail to â€Å"ATTENTION† and â€Å"Present, ARMS. † Once the hearse has passed the detail, the NCOIC calls the detail to â€Å"Order, ARMS† and â€Å"Parade, REST. † The OIC comes to attention and pr esent arms as the hearse approaches his position. The OIC terminates his salute when the hearse comes to a halt. C-15. After the vehicle has come to a halt, the driver gets out and opens the rear door. The driver prepares the casket for movement to the gravesite by removing the stock.The driver pulls the casket to the rear of the hearse. The OIC, with a nod of his head, signals the NCOIC to move the pallbearers to the end of the hearse, three on each side, to remove the casket. The NCOIC marches the pallbearers into place, then orders â€Å"Mark time, MARCH;† â€Å"Detail, HALT† and â€Å"Center, FACE. † After the pallbearers are facing inward, the individuals closest to the casket will grasp the handrails and pull the casket from the hearse. Each pallbearer, in turn, grasps a casket handle as it reaches him. The OIC will render a hand salute while the casket is being removed. Moving the Casket C-16.On the NCOIC's command of â€Å"Ready, FACE,† the pallbe arers will execute the appropriate facing movements so that they are all facing the feet of the casket. The NCOIC orders the detail to â€Å"Forward, MARCH. † Led by the OIC, the pallbearers incline to the proper direction to move to the gravesite, ensuring the casket is level and feet first. Once the casket is over the gravesite, the NCOIC commands â€Å"Mark Time, MARCH,† and â€Å"Detail, HALT. † Once at the head of the gravesite, the OIC will come to render a hand salute until the casket is placed on the lowering device. To maintain uniformity the pallbearer NCOIC will command â€Å"Center, FACE. When pallbearers are facing center, the casket is set on the lowering device. After the casket is set down, the pallbearers come to attention and the OIC will drop his hand salute. MOVING TO THE WEAPONS C-17. On the command â€Å"Ready, FACE,† by the pallbearer NCOIC, the pallbearers all face toward the head of the casket. The next command is â€Å"Forward, MARCH. † The pallbearers move from the gravesite to the location of the weapons. Just prior to reaching the stacked arms, the firing party NCOIC, and formerly the pallbearer NCOIC, gives â€Å"Mark Time, MARCH† and â€Å"Detail, HALT. The firing party NCOIC assumes their position and gives a â€Å"File from the Left, Forward, MARCH. † On the command â€Å"March† the firing party performs the proper movements to form a single file to the rear of the weapons. When the firing party are to the rear of the stacked arms, the NCOIC gives â€Å"Mark Time, MARCH† and â€Å"Detail HALT,† and the appropriate facing movement to face the rifles. Retrieving the Weapons and Conclusion of Religious Services C-18. The next command given is â€Å"Take, ARMS. † On the command of execution, the stack man secures the first two weapons. The left and right soldiers receive the weapons from the stack man.The left and right soldiers then pass the weapons to the outside soldiers. The stack man grasps his center weapon. The left and right soldiers step toward the stack and remove their weapons, returning to the position of Attention. Once the left and right soldiers retrieve their weapons, the stack man secures his weapon and comes to the position of Attention. Once all of the firing party is at Order Arms, the firing party NCOIC gives them â€Å"Parade, REST. † The firing party will remain at Parade Rest until the end of the religious services. Once the religious services are over, the Chaplain steps away from the casket.The OIC steps to the head of the casket and renders a hand salute. This is the signal for the firing party NCOIC to command the firing party â€Å"ATTENTION. † Firing of Honors C-19. After bringing the firing party to Attention, the NCOIC gives the command of â€Å"Ready. † At the command of Ready, each rifleman executes Port Arms, faces Half Right, and moves his right foot to the right ten inches. Each rifleman then chambers a round, places his weapon on Fire, and resumes Port Arms. When the firing party has completed the movements, the firing party NCOIC gives the command â€Å"Aim. On the command of Aim, the detail shoulders their weapons with the muzzles of the weapons at a 45-degree angle from the horizontal. When the NCOIC commands â€Å"FIRE,† the detail fires and returns to Port Arms. On the subsequent commands of â€Å"Ready,† each rifleman pulls and returns the charging handle of his weapon. After the third round is fired each rifleman resumes Port Arms, and the firing party NCOIC commands â€Å"CEASE FIRE. † Each rifleman places his weapon on Safe, resumes the position of Order Arms, and faces Half Left. The firing party NCOIC then commands â€Å"Present, ARMS† for the playing of â€Å"Taps†.The bugler plays â€Å"Taps. † If a bugler is not available, one soldier is positioned to turn on the high quality recording (and is n ot part of the firing party). STACKING ARMS C-20. After â€Å"Taps†, the NCOIC brings the firing party to â€Å"Order, ARMS,† and then commands â€Å"Stack, ARMS. † On the command of execution, Arms, the stack man grasps the barrel of his rifle and places his rifle directly in front of him. At the same time, the left and right soldiers grasp the barrels of their respective rifles, step toward the center and insert the muzzles through the sling loop of the stack man's weapon.Both soldiers swing the butts of their rifles out and then down to the ground ensuring the stack is steady. The two outside weapons are then passed to the stack man, who adds them to the stack. RETURNING TO GRAVESITE OR SHELTER C-21. After Stack Arms is complete, the NCOIC moves the firing party two steps backward and gives the appropriate facing movement to have the firing party move back to the gravesite. From this position, the NCOIC will form the firing party in two columns by giving the command â€Å"Column of Two to the Right, MARCH. † Once in Column of Two formation, the NCOIC takes the last position, and gives â€Å"Forward, MARCH. The firing party marches to the gravesite along either side of the casket. Once at the gravesite the NCOIC gives â€Å"Mark Time, MARCH,† and â€Å"Detail, HALT. † The NCOIC gives â€Å"Center, FACE,† to ensure that all of the pallbearers are facing the casket. FOLDING THE FLAG C-22. After the pallbearers have faced the casket, they use their peripheral vision to take their cues from the NCOIC. As a unit, the pallbearers reach down and secure the flag. Once flag is secured, the detail folds flag. The flag is first folded with the lower stripe area over the blue field. It is then folded so that the folded edge meets the open edge.The triangular fold is started at the striped end and is continued until only the blue field remains. The flag margin is then tucked in and the flag is ready for presentation. PRES ENTING THE FLAG. C-23. After the flag has been folded, it is passed down to the soldier closest to the right side of the OIC. This soldier executes a Half Left as the OIC executes a Half Right and the flag is then passed to the OIC at, chest level. After the pallbearer has passed the flag, he salutes the flag for three seconds then executes Order Arms. The soldier executes a Half Right as the OIC executes a Half Left and resumes their original position.At this time the pallbearers will leave the gravesite. The NCOIC commands â€Å"Outward, FACE,† (pallbearers face towards the head of the casket) and â€Å"Forward, MARCH. † Once the detail is out of the area, the OIC will present the flag to the next of kin or Chaplain, it next of kin is not available. The OIC recites the following passage: |†Ma'am (sir), this flag is presented on behalf of a grateful nation and the United States Army as a token of appreciation for your loved one's | |honorable and faithful servic e. † |C-24. At the conclusion of the remarks and presentation, the OIC will render a hand salute and hold the salute for three seconds then assumes Order, Arms. OIC then executes marching movement and marches back towards the direction of the pallbearers. CONCLUDING THE CEREMONY C-25. The firing party returns to the location of the stacked arms in the same manner as before. When commanded to â€Å"Take, ARMS,† the party retrieves the rifles in the same manner as before. After retrieving the weapons, the NCOIC marches the detail away from the funeral site to clear and inspect the weapons.The firing party will police all of the brass after the service is over and the next of kin have left the area. The OIC is not required to escort the next of kin back to his/her vehicle. 2 SOLDIER FUNERAL DETAIL RECEIVING THE CASKET C-26. The OIC is located where the hearse will stop. The NCO is to the left of the OIC. As the hearse approaches, the OIC brings himself and the NCO to â₠¬Å"ATTENTION† and â€Å"Present, ARMS. † The OIC gives the command of â€Å"Order, ARMS,† after the hearse has come to a halt. The funeral director is responsible for removing the casket from the hearse and placing it on the lowering device at the gravesite.When the casket is being removed from the hearse, the OIC commands â€Å"Present, ARMS. † Once the casket has cleared the peripheral vision of the OIC, then the OIC commands â€Å"Order, ARMS,† and â€Å"Parade, REST. † CONCLUSION OF RELIGIOUS SERVICES C-27. Once the religious services are over, the Chaplain steps away from the casket. The OIC commands â€Å"ATTENTION. † The OIC commands â€Å"Ready, FACE,† and the OIC and NCO face in the direction of the casket. OIC then commands â€Å"Forward, MARCH,† The OIC marches to the head of the casket, and faces the head of the casket, while the NCO marches to the foot of the casket facing the OIC.If a bugler is not available , the NCO moves to the device that will play the high quality recording of â€Å"Taps. † FOLDING THE FLAG C-28. The OIC gives the command to the NCO to secure flag. Once the flag is secure the bugler will play â€Å"Taps† and both the OIC and NCO execute Present, Arms. When â€Å"Taps† is complete, both the OIC and NCO execute Order, Arms. The OIC gives the command to side step march (just far enough to preclude the flag from touching the casket). Once the OIC and NCO have cleared the casket the OIC nods to begin folding the flag.NOTE: If a bugler is not available, once the casket is on the lowering device, the NCOIC will march to the recording device and wait for the Chaplain to conclude religious services. He will play â€Å"Taps† after the OIC is positioned at the head of the casket. When â€Å"Taps† is complete, the NCOIC will march to the foot of the casket and then assist in folding the flag. C-29. The flag is first folded with the lower stri pe area over the blue field. It is then folded so that the folded edge meets the open edge. The triangular fold is started at the striped end and is continued until only the blue field remains.While folding the flag the NCO moves towards the OIC. The flag margin is then tucked in by the OIC and the NCO presents the flag to the OIC. Once the NCO presents the flag to the OIC, the NCO renders the hand salute and holds the salute for three seconds then executes Order, Arms. The OIC is ready for presenting the flag to the next of kin. PRESENTING THE FLAG C-30. After the flag has been folded and passed to the OIC, the OIC then moves in the direction of the next of kin and presents the flag to the next of kin while the NCO marches away from the gravesite.The OIC will present the flag to the Chaplain if the next of kin is not available. The OIC recites the following passage: |†Ma'am (sir), this flag is presented on behalf of a grateful nation and the United States Army as a token of a ppreciation for your loved one's | |honorable and faithful service. † | C-31. At the conclusion of the passage and the flag presentation, the OIC will render a hand salute and hold the salute for three seconds then assumes Order, Arms.OIC then executes a marching movement and marches away from the gravesite. CONCLUDING THE CEREMONY C-32. The OIC is not required to escort the next of kin back to his/her vehicle. NOTES C-33. The meaning of the word gravesite also includes a committal shelter. The meaning of the word casket also includes a receptacle containing the cremated remains of the deceased. On windy days, the flag should already be anchored to the casket by the funeral director. If the flag is not secured, the detail will fold the flag immediately after placing the casket on the lowering device, then hand the flag to the OIC. d