The Teachings Of The Bible - 894 Words

The definition of faith is being sure of what we hope for and certain of what we do not see . My definition of faith is that it s your spiritual beliefs and it s a strong belief in a personal God . My religion is Christianity . I believe that God has revealed himself and can be known in a personal way in life . When we have Jesus Christ we do not focus on the religious rituals or performing good works , we enjoy getting a relationship with God and growing a powerful bond so that we can get to know him better . The Bible is the account of God s action in the world , and his purpose with all creation .The Bible contains the message God desired . I believe that the Bible was written as a message to humankind to guide us in the right path to success. I believe the Bible is inspiration . It s inerrant and infallible meaning it s without error and unable to fail. The Holy Bible is the only accurate Bible from the word of God . It determines all the doctrinal truths . God is existent in t hree persons - Father , Son (Jesus ) and the Holy Spirit . They are coequal and co-eternal . The Holy Spirit is filled beyond the limit because God was the only person to live a sinless life . A scripture I grew up on was The Lord is my Shepherd , I shall not want comes from the 23rd Psalm and the Old Testament. The scripture means that they had the lord as they shepherd and we will not lack the basic needs of life : like food , shelter , and clothing. Instead of going insane aboutShow MoreRelatedThe Teachings Of The Bible933 Words   |  4 Pagesto uncover to the teaching of the bible, the nature of Jesus Christ, or the purpose of his ministry. . The teachings of Jesus are seen through the bibles not directly but though different parables. In Jesus teachings, He uses parables to teach his people how to live their lives. He does this by comparing life on earth to the kingdom of God. To help people understand, he used examples of people in everyday life to base his stories on, so that the people to whom he was teaching could relate to whatRead MoreThe Teachings Of The Bible933 Words   |  4 Pageslistening to other perspectives can not only be possible, it may be advantageous to increase one’s knowledge. Rachel goes on to say, â€Å"I believe in the basic teachings of the Bible with nothing added and nothing taken away† (Abernethy, R. 2001). To have faith in the Bible one must be open to the growth of accumulated assimilations of its contents. The Bible alone holds many religious outlooks, we as Christians can learn from. By being closed off to other religious knowledge we are denying historical dataRead MoreT he Teachings Of The Bible Essay1220 Words   |  5 Pagesfollow the Bible. Islam has influences from the Quran. Judaism follows the Torah. Buddhism follows spiritual ideas based on teachings from scholars. There are countless religious figures and religious teachings that people believe in. The Bible has Christians follow the ten commandments. The ten commandments are a set of principles Christians follow in order to be a true worshiper of God. The Quran is the religious text Muslims follow as their source of faith. The Torah is the written teachings from theRead MoreThe Teachings Of The Bible983 Words   |  4 PagesBorn in church, the Bible has become a law book and a testament of salvation for all. Reading the Bible helps me to uncover God’s qualities through the human history and Christ’s life. The reason for the Bible is to have viewpoints about how to receive salvation; however, most will consider their interpretations of the Bible in their own way without cred iting inspiration from God. The Bible written for each person on Earth shows the divine grace and mercy of God towards others. Paul’s writings areRead MoreThe Teachings of the Bible506 Words   |  2 PagesThe presence of God in our lives is needed more than we may acknowledge. It doesn’t take reading the Bible every day or going to church every weekend for us to grow closer to God. Knowing His word and expectations of us, keeping faith in Him, and praising Him is what will bring us closer to Him. The Bible teaches us many things, the way God created man, how the world was created, how we should live, the sacrifices God gave and many more things. The book of Romans teaches us that in creation GodRead MoreThe Bible And The Teachings Of Jesus1491 Words   |  6 PagesWhat is suggested in the Bible and the teachings of Jesus? Whilst the bible does not specifically mention euthanasia, it does address closely related topics. Euthanasia is essentially killing out of mercy, hence the name ‘mercy killing’. The bible tells us that we are not to murder (Exodus 20:13) and any form of taking a life is seen as killing. It says that we die when God chooses us to, and to murder is an attempt to deny God his right of appointing death. Therefore, ‘mercy killing’ is going againstRead MoreChristian Life And The Teachings Of The Bible1243 Words   |  5 Pagespersonal beliefs. I am a Christian since birth. So all I’d like to talk about is Christian life and the teachings of the bible. Throughout my whole life, I have learned about spiritual things and what kind of spiritual things are in my ego. The spiritual values that I always have is love, hope, and trust. Love is an element that Christians value and have in their Christian mind and the bible says to love each other. I am doing my be st to understand this word throughout my whole life and it is theRead MoreThe Bible s Teachings On Sex1266 Words   |  6 Pagesexactly one way for Christians to express their sexuality — by staying abstinent until they got married to a person of the opposite gender. And then, you could have at it all you wanted. But what I wasn’t taught in Sunday School is that the Bible’s teachings on sex have been interpreted in many different ways. I didn’t know that the early Christians actually started practicing celibacy because they were convinced the end of the world was near. No one told me that marriage wasn’t always defined and controlledRead MoreEffective Bible Teaching The Authors Discuss The Merits Of A Bible1338 Words   |  6 PagesIn the book Effective Bible Teaching the authors discuss the merits of â€Å"topic and theme† and how we can use this to help prepare a bible lesson verses an essay. In this section the authors argue the universal principles of good writing, speaking and teaching and what the different handbooks say about composing a good essay. There are several different writing options such as picking a topic and then narrowing it to a specific thesis. Or doing the complete oposite and picking a broad subject and thenRead MoreTeaching The Bibl e : Interview / Book Reflections1899 Words   |  8 PagesJames Donley Teaching the Bible Interview/Book Reflections After speaking with Tarah, a Director of Children’s Ministry, I was able to glean a number of insightful critiques of today’s children’s ministry. Between the reading from class and our conversation three topics stood out; the watered down children’s gospel, the tendency to always tell children the story without letting them experience it, and the overall structure of children’s lessons and children’s Bibles. Gretchen Wolff Pritchard wrote

Forfeiture Clauses in Construction Contract Free Essays

string(61) " on and to follow its actual wording as closely as possible\." In building and engineering contracts it is usual to insert a provision empowering the employer to forfeit certain rights or property of the contractor on the occurrence of certain events. â€Å"Forfeiture clause† is a loose term usually used to describe a clause in a written building contract giving the employer the right upon the happening of an event to determine the contract or the contractor’s employment under it, or to eject the contractor from the site, or otherwise to take the work substantially out of his hands. In standard form building contracts it is usually referred to as ‘determination of employment’ or termination. We will write a custom essay sample on Forfeiture Clauses in Construction Contract or any similar topic only for you Order Now In this sense JCT SBC 05 clauses 8. 4 and 8. 9 which relates to termination by employer and contractor respectively are forfeiture clauses. It is common in construction contracts to find determination clauses allowing either side to bring their contractual obligations to an end should an event specified occur due to the actions or inactions of the other. It would seem that common law determination and determination under a clause of contract are alternatives. There are differences between the processes. First, whereas common law determination depends upon repudiatory conduct or a fundamental breach, the grounds of determination specified by the contract need not exhibit these features, although frequently such will be present. Second, the remedies for common law determination are provided by law, whereas with a contractual determination the clause itself must expressly deal with the issue of remedies. Third, at common law in the face of repudiatory conduct or fundamental breach the innocent party need only indicate to the other that he accepts the breach and considers the contract discharged. Under a contractual determination clause the procedure specified must be carefully followed, failure to so may prevent a successful determination. The right of forfeiture may be stipulated to accrue either 1) on the bankruptcy of the contractor only, or ) on his bankruptcy and also on the occurrence of other events, or 3) on the occurrence of other events only Clause 8. 5. 1 of the JCT SBC 05 states that if the contractor is insolvent, the employment may at any time by notice to the contractor terminate the contractor’s employment. Similarly Clause 8. 10. 1 of the JCT SBC 05 states that the employer is insolvent, the contractor may by notice to the employer terminate the Contractor’s employment under the contract. A provision empowering the employer to forfeit the contract on the bankruptcy of the contractor is introduced into building and engineering contracts for the purpose of preventing a contractor’s trustee in bankruptcy from electing to complete the contract, and such a provision is valid, if it is coupled with a stipulation that the contractor’s contract shall be a personal one; and further, so far as the forfeiture affects the mere licence of the contractor to enter upon the site, it would seem that the revocation of that licence can be conditioned on bankruptcy, as a mere licence does not seem to be included in the definition of property[1]. A trustee, however, would be entitled to enter the site to remove property of the bankrupt in respect of which the employer had no right under the contract The validity of a right to forfeit on the bankruptcy of the contractor is dependent on the nature of what is stipulated to be forfeited. In addition to bankruptcy, forfeiture is usually conditioned upon the happening of one or more of the following events: 1)not commencing the work 2) not regularly proceeding with the work for a fixed number of days[2], 3) not proceeding to the satisfaction of the employer or the architect[3], 4) not proceeding with such despatch as, in the opinion of the architect, will enable the works to be duly completed by the time stipulated, 5) not observing some stipulations of the contract[4] 6) leaving the works in an unfinished state, or 7)failing after proper notice to rectify defective work, 8) not maintaining the works[5] JCT 05 SBC Clause 8. states: 1. Notice of termination of the Contractor’s employment shall not be given unreasonably or vexatiously. 2. Such termination shall take effect on receipt of the relevant notice 3. Each notice referred to in this section shall be given in writing and given by actual, special or recorded delivery. Where given by special or recorded deliv ery it shall, subject to proof to the contrary, be deemed to have been received on the Second Business Day after the date of posting. Also Clause 8. 3 of the JCT 05 states: 1. The provisions of clauses 8. 4 to 8. 7 are without prejudice to any other rights and remedies of the Employer. The provisions of clauses 8. 9 and 8. 10 and (in the case of termination under either of those clauses) the provisions of clauses 8. 12, are without prejudice to any other rights and remedies of the contractor. 2. Irrespective of the grounds of termination, the contractor’s employment may at any time be reinstated if and on such terms as the parties may agree The requirements of the contract must be properly complied with, for the courts construe forfeiture clauses strictly[6], and a wrongful forfeiture by the employer or his agent normally amounts to a repudiation on the part of the employer[7]. There must be some definite unqualified act showing that the power has been exercised, although writing or other formality is not necessary unless expressly required. The contract may also require a certain notice to be given, and that such notice must set out the default complained of[8]. In appropriate circumstances the notice may be of a general character and need not necessarily refer to the number of the clause which is being invoked, provided that there is no doubt that it is exercising or purporting to exercise the contractual power of determination[9]. But it is obviously preferable to state explicitly the clause relied on and to follow its actual wording as closely as possible. You read "Forfeiture Clauses in Construction Contract" in category "Papers" It also seems that if a material statement in such a notice is made recklessly, without an honest belief in its truth, the notice is a nullity. Forfeiture in reliance on such a notice would be ineffective and would normally amount to repudiation by the employer. When an event occurs which gives rise to the right to forfeit, the power of forfeiture must be exercised within a reasonable time or the employer will be deemed to have waived his ight unless the event is a continuing breach of contract. Where the contract provides for termination of the contract by a warning notice followed by a termination and two notices have been served, a party can only rely on that provision if an ordinary commercial businessman can see that that there is a sensible connection between the two notices b oth in content and in time as seen in the case of Architectural Installation Services v James Gibbon Windows[10] Also, where the contract provides for completion by a certain date and also provides for forfeiture for delay, and the completion date has passed, it is a question of construction whether the forfeiture clause for delay can still be enforced. Thus where the object of the clause was to enable the architect to â€Å"have the means of requiring the works to be proceeded with in such a manner and at such a rate of progress as to ensure their completion at the time stipulated† it was held that the clause did not apply after the completion date[11]. But in another contract where the clause provided â€Å"for the execution of the work with due diligence and as much expedition as the surveyor will require†, it was held that the clause was as much applicable to the fulfilment of the contract within a reasonable time as to its completion by the contract date. The parties may agree that any consequences may follow the exercise of a right of forfeiture[12], provided there is no illegality, nor fraud on the bankruptcy law, and the clause is not so onerous that it will not be enforced on the grounds that it is a penalty[13]. The employer is usually given the right to take possession of the site and complete the works. In addition, there is frequently a clause vesting the property in unfixed materials, and perhaps plant, in the employer, or there may be merely a right to seize the materials[14] or hold them by way of lien[15] until they are built into the works, or there may be clauses giving the employer rights to use the contractor’s plants and materials[16]. Where the contractor is guilty of any of the defaults specified in clause 8. . 1 JCT 05 SBC, the contract administrator is to issue a written notice specifying the default. If the default is then continued for 14 days, the employer may within 10 days of the continuance terminate the contractor’s employment by using a notice to this effect. Furthermore, if termination does not take place on this occasion, any subsequent repetition of a specified default gives the employer the right to terminate immediately; there is no need (and indeed no power) to issue a second default notice. 17] It is also expressly provided under clause 8. 2. 1 that a notice of termination is not to be given ‘unreasonably or vexatiously’ When an employer, in exercise of his rights under a forfeiture clause, enters and completes the work and uses the contractor’s materials or plant, or holds retention money due to the contractor, he must, subject to the provisions of the contact, account to the contractor. He will have to show that that the materials and plant and money were expended reasonably[18]. The Court, it would seem ,as seen in Fulton v Dornwell[19], will make full allowance for extra cost caused by the disruption and delay occasioned by the contractor’s default. Also, where the employer determines the contract under a forfeiture clause because of some breach of contract by the contractor, the employer’s right to damages depends upon the wording of the contract. He may not be entitled to the enhanced cost of completing by another contractor if the breach for which he determined the contract did not amount to repudiation and the contract does not so provide. 20] Termination of contract was examined in the recent case between Ellis Tylin ltd v Co-operative Retail services[21]. Co-operative Retail services Ltd (CRS) is a national retailer which operates from approximately 730 premises across the country. In early 1996 it contracted with Ellis Tylin the task of maintaining and repairing mechanical and electrical plant within its various premises. The contract w as for a period of three years with provision for revision of rates of payment at the end of the first and second years. Disputes arose as to the scope and responsibility for works carried out under the agreement and the operation of the contract came to an end three months after the end of the first year. Clause 1. 8 of the agreement concerned the review of fees for the maintenance services and the rights of either party to terminate the contract in the event that agreement could not be reached. Disputes arose as to whether the proper mechanisms for termination had been applied and the court was asked to consider these questions as preliminary issues. It was acknowledged that the right of Ellis Tylin to end the agreement pursuant to clause 18 only arose if Ellis Tylin first took the action described within that clause. This involved making a written proposal for the revision of the amount of the fees after the expiry of ten months from the date of commencement of works. CRS argued that Ellis Tylin had failed to follow this procedure. Counsel for CRS submitted that clause 1. 8 of the contract should be construed either as a determination clause or as a break clause comparable to the type of provision found in leases. Strict compliance was required. The act of contractual determination was one which deprived the other party of the benefit of the contract it had concluded. His honour Judge Bowsher QC reviewed textbooks on the subject of contractual termination. In Chitty on contracts (27th edition)[22], it was stated â€Å"the terms of the of the termination notice may provide that notice can only be given after a specified event†. In the Interpretaion of contracts by Kim Lewison QC[23], it is stated â€Å"An option to terminate is construed in the same manner as any other option, and accordingly any condition must be strictly complied with. Any condition precedent must be strictly fulfilled. The clause must be exercised strictly in accordance with its terms†. Also Hudson’s Building and Engineering (11th edition) states[24], â€Å"Exact and meticulous compliance by the determining party with any formal or procedural requirements laid down in the termination clause, for example, as to notices or time limits, will usually be required if a contractual termination is to be successful† Judge Bowsher added however, that words in a contract should be given a natural and ordinary meaning and he quoted Lord Diplock when he said in Antaios Cia Naveira SA v Salen Rederierna AB[25]: â€Å"if detailed semantic and syntactical words in a commercial contract is going to lead to a conclusion that flouts business common sense, it must be made to yield to business common sense†. Judge Bowsher concluded that whilst Ellis Tylin had given notice earlier than the time period set down in the contract, there could be no doubt of the intention that negotiations should take place for a revision of the fee. Taking into account all the evidence he concluded that Ellis Tylin had given valid notice of termination of agreement. However, subsequent evidence showed that the parties had in fact agreed revision to the fees to be submitted to the second year of the contract. Accordingly the notice of the termination had been overridden, and could not be regarded as a valid notice. By ceasing to work following expiry of its invalid termination notice, Ellis Tylin had repudiated the contract. The wrongful operation of a termination clause (i. e when you are not entitled to) amounts to repudiation. A contractual power of determination will be wrongly exercised if the events upon which it is conditioned are not established (unless the contract provides for that question to be concluded by a binding opinion or certificate). In the great majority of modern contracts the question will be subject to review by an arbitrator or the courts, however; and it has also been seen that the courts have, under some clauses, been prepared to imply a term that the exercise of the power itself should be reasonable as seen in Renard Construction v Minister of Public Works[26]. Contractual determinations will also be wrongful if exercised prematurely in breach of a contractual time limit, however marginally. It is an unavoidable feature of construction contracts that an employer’s purported determination will in nearly all cases constitute a repudiatory breach, if whatever the general merits, it later transpires that the determination was invalid. In such a case, if the contractor has accepted the repudiation by leaving the site, the owner will be liable for the possible heavy damages attendant upon repudiation and cannot, if he discovers his mistake, restore the contract status quo ante without the agreement of the contractor. The purported exercise of a power to forfeit may be invalidated either by reason of the fact that the events upon which it is conditioned have not occurred; or, that a correct notice has not been given[27], or that that a sufficiently clear election to exercise the right has not been made, or that there has been a been delay or other conduct recognising the continued existence of the contract after knowledge of the breach, if the breach is not a continuing one. Generally, the measure of damages in the case of a wrongful forfeiture falls to be determined by the ordinary common law rules. Per Lord Cranworth in Ranger v G. W. R. y,[28]: â€Å"The right of the appellant (the contractor) would be to recover such amount of damages as would put him in as nearly as possible the same position as if no such wrong has been committed-that is, not as if there had been no contract, but as if he had been allowed to complete the contract without interruption† In Smith v Howden Union (1890), the plaintiff had nearly completed a sewerage contract and the engineer fraudulently refused to certify. The defendants took possession of the works and certain plant. It was held that the plaintiff was entitled to damages for prevention of completion, such damages being what he would have been entitled to if he had completed and the engineer had certified; and judgement was given for the unpaid balance of the contract price, extras properly ordered, extras properly certified, and the value of the plant seized. The principle remedy for any breach of contract is an award for damages. As a general principle, where an employer is guilty of a breach of a construction contract, the contractor is entitled to damages under two headings. The first is damages for any actual loss that has been suffered, and the second is damages for any profit of which the contractor had been deprived. Where the employer’s breach is sufficient to justify the contractor in terminating the contract, the contractor is entitled to damages reflecting everything which would have een received under the contract, or proportion of it that remains outstanding at the date of termination, less what it would have cost the contractor to complete the work. It has been clearly established that the damages should include the profit element on work remaining to be done as seen in the landmark case of Wraight Ltd v P H T (Holdings) Ltd[29]. Where, however, the contract is one which the contractor had under-priced and on which t he contractor would thus have made no profit, only nominal damages will be awarded for the employer’s breach. This is because as seen in CP Haulage v Middleton[30], an award of damages should not put the claimant in a better position than if the contract had been performed. But if this procedure was relentless pursued it would lead to a party in default having to pay ‘for all loss de facto resulting from a particular breach however improbable, however unpredictable’. [31] The courts therefore set a limit to the loss for which damages are recoverable, and loss beyond such limit is said to be remote. The famous rule as stated in the case Hadley v Baxendale[32] is: Where two parties have made a contract which one of them has broken the damages which the other party ought to receive in respect of such breach of contract should be such as may fairly and reasonably be considered either (1) arising naturally, i. e according to the usual course of things from such breach of contract itself, or (2) such as may reasonably be supposed to have been in the contemplation of both parties at th e time they made the contract, as the probable result of the breach of it† This is demonstrated in the case of Balfour Beatty Construction (Scotland) Ltd v Scottish Power Plc[33]. The claimants there, who were constructing a concrete aqueduct over a main road, installed a concrete batching plant and arranged for the defendants to supply electricity to it. The claimants needed to pour all the concrete in a single continuous operation and so, when the electricity supply failed, the claimants had to demolish all the work which had been done. Unsurprisingly, it was held that while the defendants were clearly in breach of contract because of the power failure, they were not liable for the extra losses nvolved in the demolition and reconstruction, since the claimants had not informed them that a continuous pour was essential. It has long been established that contractor’s claims for loss and expense under express contractual provisions are assessed in exactly the same way as damages for breach of contract. Any disruption to the regular process of work under a contract may lead the contractor to incur administrative costs, such as the diversion of managerial t ime and effort, at head office. If so, these costs may justifiably be claimed, but it will not be simply assumed that such losses have been suffered. They must be specified and properly supported by the evidence, for example by records of the time spent by individuals in dealing with the particular problem[34]. Where the contract period is prolonged by something for which the employer is contractually responsible, the contractor may may also seek to claim in respect of general office overheads. When making application for the head office overheads part of loss and/or expense under Standard Form Building Contracts, contractors often base their claim on a formula. The Courts have never given approval to the use of formula in this way although they have accepted the use of formulae in certain cases which generally were decided on their own facts. Indeed, the courts have tended to disapprove formulae unless as a last resort or the parties have agreed their use as seen in Alfred Mc Alpine Homes North Ltd v Property Land Contractors Ltd[35]. Actual costs are normally required. Claims for head office overheads are essentially claims for lost opportunity to contribute to those overheads, because the overheads do not actually change or, if they do, the amount of any extra overheads directly resulting from the delay can be claimed separately. Formulae assume a healthy construction industry and a contractor with finite resources with the result that if he is delayed on a project, he will be deprived of the chance to take other work. Where the industry is sluggish or where the contractor is so large that turning away work does not arise, the latter will face difficult problems in showing the lost opportunity[36]. There are several formulae in common use notably Emden formula, Eichleay formula and Hudson formula. Also a contractor who has accepted the wrongful repudiation is not restricted to suing for damages for breach on contract. He may, as an alternative, where he has elected to treat the contract as rescinded, sue upon a quantum meruit. The expression quantum meruit means â€Å"the amount he deserves† or â€Å"what the job is worth†. A quantum reuit clause claim is one in which the contractor seeks payment of the reasonable value of work done for the employer. Where the employer is in breach of contract, the crucial question is whether the contractor in such circumstances can simply ignore the contract and instead claim a reasonable sum for all the work done, even if this means that the contractor recovers more than what would have recovered under the contract. In the situation where there is a contract, then the issue in a Contractual Quantum Meruit claim is either the measure of the â€Å"reasonable sum† or the interpretation of similarly wide express terms. The issue is whether the measure is on the basis of cost or market price. There appears to be no hard and fast rule. In the case of an express contract to do work at an unquantified price, the measure is the reasonable remuneration of the contractor Serck Controls Ltd. v Drake Scull Engineering Ltd[37]. In the case where there was a contract, the assessment of a quantum meruit was usually based on actual cost which would include on and off site overheads provided that it was reasonable and was reasonably and not unnecessarily incurred, plus an appropriate addition for profit[38] Judge Bowsher QC in Laserbore Ltd v Morrison Biggs Wall Ltd[39] had to decide the meaning of the term â€Å"Fair and reasonable payments for all works executed†. He considered that the costs plus basis was wrong in principle even though in some instances it may produce the right result. The appropriate approach was to adopt general market rates. How to cite Forfeiture Clauses in Construction Contract, Papers

Consumer Participation in Nurse Education - MyAssignmenthelp.com

Question: Discuss about the Consumer Participation in Nurse Education. Answer: Introduction Drug administration is an essential aspect in which it informs clinical nursing role. Medicine prescription is usually done by a doctor and dispense by nurses. Thus in analysing my key role in drug administration as an element of nursing, Gibbs, (1988) reflective model will be utilised. Gibbs Model incorporates the following; description, feelings, evaluation and action plan. This will be of essence in enabling critical thought relating to practical learning experience as a nurse. My nursing experience in administering oral medication took centre stage with patient X , name withhold for confidentiality purposes, (NMC 2015). The cloxapine drug had been dispensed and was ready for administration. Having my mentor nurse, she took me through the critical steps, and i took the initiate to administer oral medication to the patient. The drug medication i had administered to the patient has been categorised as having life threatening side effects, so i had the responsibility of ensuring I check for any side effects that may arise so i had to ensure that the patient swallows the drug. Best practices of my student nurse colleague administering intramuscular injection was informed by the student experience gained through effective practice on simulation practices done. Scientifically it has been proven that intramuscular injection is the best safe injection and tolerated by most patients, (Happell et al 2015). The student had undergone previous training through practice using dummy bodies, the student however was very cautious, however the student managed to overcome the challenges through effective practice. The poor practice of my nursing colleague was occasioned by poor indications of how the drug could be administered. Drugs administered subcutaneously always allows for slow, sustained absorption of the medicine, (Ciftci Avsar, 2017).. My nursing colleague was administering insulin, normally the drug should be dispensed beneath the fat and connective tissue, however, her dispensing was deep down the skin and in a swift and fast mode. In insulin injection, it is recommended that it should be done subcutaneously and not intra dermally or intramuscular as the she had done, (Ogstone, 2014). My feelings towards dispensing the drug to the patient were concerned to my feelings with the view that the patient was observing me. I felt that I needed to give the best practices, hence before administering i become more aware and started feeling nervous. Hence I had to ensure that the right medication is administered to the patient and I had to ensure i was competent. Hence I discovered that poor practices lead to loss of patient trust and even cost me my nursing practice. When administering drug medication, i need to ensure that incorporate critical compassion and care. Positive aspects as to nursing experience I observed is that patient trust and confidence is key towards correct drug medication, (van Staa et al 2016). Negative aspects revolved on the risk of causing adverse medical side effects to the patient thus endangering his/her life. Doing effective practice is essential in gaining the experience fro drug administration. With critical reflection, there is need for me to understand my feelings as to pertaining drug administration in overall. Hence my action plan for future practice is that I need to practice more so as to overcome fear and ensure effective nursing practice is displayed. References Ciftci, B., Avsar, G. (2017). Assessment of Three Sites in Terms of Bruising in Subcutaneous Heparin Administration. International Journal, 10(1), 285. Gibbs, G (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic Happell, B., Platania?Phung, C., Byrne, L., Wynaden, D., Martin, G., Harris, S. (2015). Consumer participation in nurse education: A national survey of Australian universities. International journal of mental health nursing, 24(2), 95-103. NURSING AND MIDWIFERY COUNCIL (NMC), 2015. The code: professional standards of practice and behaviour for nurses and midwives. London: NMC. Ogston-Tuck, S. (2014). Intramuscular injection technique: an evidence-based approach. Nursing Standard, 29(4), 52-59.

The soldier Essay Example For Students

The soldier Essay Travis was a quite a bit older than the other soldiers who enlisted for service during World War 11. He was in his early thirties, but most of the soldiers were in their late teens or early twenties. Travis had been working since he was a boy, so he felt that he knew something about how the world worked. He enlisted because he not only felt it was his duty to do so, but he also was looking for adventure. He was a tall, friendly man, with a booming voice and a good sense of humor. Soon, the younger soldiers were coming to him for advice or just to talk about how homesick they were. When his platoon needed a leader, Travis was chosen. We will write a custom essay on The soldier specifically for you for only $16.38 $13.9/page Order now It wasnt long before Traviss unit was shipped overseas. They eventually wound up on an island in the Pacific, far different from any place that the soldiers had ever seen. Snakes, monkeys, and bugs were everywhere, and the heat was almost unbearable. Many of the men quickly became sick, but their biggest problem was the enemy fire that constantly surround them. Travis had been looking for adventure, but he had to admit that this was not the kind of adventure he had hoped for. Still, he found himself doing things he never thought he would or could do : bandaging wounds, planning attack strategies, thinking up camouflage ideas, and even writing letters home for the wounded soldiers. He knew that the men in his platoon trusted him and relied on him, and he was determined not to let them down. Travis served nearly four years in the army, all during World War 11. When he finally returned home, he was welcomed with great excitement and joy by his family and friends. Travis was glad to be home, of course, but he knew he was not the same person who set out adventure years before. He had seen horrible sights and watched good men die. Still Travis was grateful for the friends he had made, the times he had been able to help his men, and the opportunity to defend his country. Travis had left home to see the world, but instead, his trip to the other side of the globe forced home to look inside himself and make new discoveries about his strength, character, and abilities.

At the end of the play Malcolm refers to Macbeth this dead butcher. How for do you agree with this description Essays

At the end of the play Malcolm refers to Macbeth this dead butcher. How for do you agree with this description Essays At the end of the play Malcolm refers to Macbeth this dead butcher. How for do you agree with this description Paper At the end of the play Malcolm refers to Macbeth this dead butcher. How for do you agree with this description Paper As we know Malcolm refers to Macbeth as a dead butcher. This could be defined as a butcher feels no emotion when hacking, or chopping meat; a butcher may hold a bloody knife bloody, he may relish what he does and has no emotion or regrets, because this is his job. This implies that the manner in which Macbeth has killed is thoughtless, and shows no emotion when killing. When referring back to the quotation, Malcolm says this at the end of the play when Macbeth has been killed, makes this statement because Macbeth had killed his father. Malcolm has used a metaphor here when describing Macbeth as this dead butcher. Although we can hold Macbeth responsible for all the physical murders he has done, we can also hold him responsible for the entire mental killing he has done, because he has planned to kill.At the beginning of the play we hear about Macbeth before we see him, he is referred to as a brave, bloody, valiant fighter. He is deemed as a hero by his king and soldiers, for brave Macbeth well he deserves that name, this tells us audience that Macbeth is a good and loyal warrior. We also read about Macbeth as a bloody killer on the battle field, whist they were fighting against the Norwegian and how savagely and brutally he killed the traitor Macdonald, till he unseemed him from the nave to thchaps, and fixed his head upon our battlements, this was a killing that was justified because Macdonald was a traitor, here Macbeth is almost butcher like. After the battle Macbeth and Banquo come across three witches, they greet Macbeth with the following words, All hail Macbeth hail to thee, thane of glamis thane of cawdor that shalt be king here after, this quote is claiming that Macbeth will rise from thane of glamis to cawdor and then soon become king.Macbeth is intrigued and wants to know more, stay you imperfect speakers tell me more, contrastingly Banquo on the other hand is not consented or intrigued by there prophecy. He does not think abou t their prophecy until a messenger comes from the king making Macbeth thane of cawdor. A seed of ambition has been planted into Macbeths mind when they arrive, and Duncan makes Malcolm, his son, prince of Cumberland, Macbeth starts to think that this is an obstacle in his way, on which I must fall down or else for in my way it lies stars hide your fires, let not light see my block and deep, he starts to think of murder my thought, whose murder is yet but fantastical he implies that murdering Duncan would be like a dream or a fantasy, and is shocked with what he is thinking and decides to leave it to fate.Lady Macbeth has told Macbeth to look like the innocent flower but be the serpent under it lady Macbeth has helped the seed of ambition in Macbeth to take over all his thoughts to not kill king Duncan. Before the killing of Duncan Macbeth weighs up the reasons for and against if Im going to do it Id better do it quickly if my plan goes wrong what ever happens afterward is worth it, here Macbeth is weighing the reason to kill the king. Hosts dont kill their guest, they should protect them Duncan is a good king it seams unfair to kill him it all could go wrong and comeback to haunt me, these are reasons he has weighed up the reasons not to kill him. Macbeth is having a fight within himself whether to kill Duncan or not but has more reasons not to contribute to the killing of Duncan, because he is a good king.At the end of his monolog he has decided that this is only his ambition motivating him and decides to proceed no further in the business, but Lady Macbeth holds him to his vow to kill Duncan, telling him that I have given suck, and know How tender tis to love the babe that milks meI would, while it was smiling in my faceAnd dashd the brains out, had I so sworn as you have done to this., and refers to him as a coward. Macbeth, swayed, asks her: If we should fail She answers, But screw your courage to the sticking-place, and well not fail, this tells us that Macbeth is very weak against his wife, and that her soul purpose is to change his mind. At the end of Act1 sc 7 Macbeth has decided that he is going to go through with the murder I am settled and bend up each corporal agent to this terrible feat.At the beginning of act 2 Banquo is a little weary and does not want to sleep, he feels uncomfortable and is laid with a burden. A heavy summons lies like lead upon me, Macbeth however whilst talking to Banquo is acting like how Macbeth told him to, look like the innocent flower but be the serpent under it. This is very ironic because he is planning traitorous thoughts of murder. Now that Macbeth has committed the murder he feels sorry and regret this is a sorry sightIm afraid to think of what I have done and metaphorically thinks that he has murdered sleep, here he is not butcher like because he knows what he has done wrong, and feel regret after the murder. Straight after this murder the next morning when Macduff sees the king dead he is a fraid to speak of it, Do not bid me speak, see and then speak your selves. When Macbeth enters along with Lady Macbeth, Banquo, Donaldbain and Malcolm, Macbeth instantly butcher like kills the two guards who were drugged by Lady Macbeth; he does this so that the guards looked like the ones who killed King Duncan.Lady Macbeth and Macbeth have made the witches prophecy came true. However Banquo is suspicious of Macbeth thou hast it now, King, cawdor, glamis all as the weird women promised and fear thou playedst most fowly fort, hear Banquo is everything Macbeth used to be. Macbeth knows that Banquo is suspicious and knows that he has to kill him, but when the two having there conversation, Macbeth is acting like the innocent flower but the serpent underneath it. Ride you this afternoon? ist for you ride? fail not our feast. Whilst in this dialogue Macbeth is very deceitful, the fears Banquo because he was also there when the prophecy was said that Macbeth shall be King and Banquo has all the good qualities Macbeth had at the beginning of the play but since has lost, Banquo reminds Macbeth of who he was nobility and loyalty.This time Macbeth does not need to be cohurst by lady Macbeth instead he tells her to be innocent of the knowledge, derest chuck, till thou applaud the deed, this shows that this time he has totally acted on his own King of Scotland is nothing if people one suspicious of him even though he his King now he stated to himself to be thus is nothing but to be safely thus, our fears in Banquo stick deep and in his royalty in nature in his signs that which would feard, he explains in this soliloquy that being king of Scotland is nothing if people are suspicious of him. However this time Macbeth is not going to commit the murder himself he is going to his murderers to do it, he makes them believe that Banquo held them back both you know Banquo was your enemy so is he mine

Introducing Yourself in English

Introducing Yourself in English Learning how to introduce yourself is an essential  part of learning how to converse in English. Introductions are also an important part of making  small talk  at parties or other social events. Introductory phrases are different than the ones we use to  greet friends, but theyre often used together as parts of the broader conversation, as youll see. Introducing Yourself In this example, Peter and Jane are meeting for the first time at a social event. After greeting each other, they begin by asking simple personal questions.  Working with a friend or classmate, take turns  practicing this role-play. Peter:  Hello. Jane:  Hi! Peter:  My name is Peter. Whats your name? Jane:  My name is Jane. Nice to meet you. Peter:  Its a pleasure. This is a great party! Jane:  Yes, it is. Where are you from? Peter:  Im from Amsterdam. Jane:  Amsterdam? Are you German? Peter:  No, Im not German. Im Dutch. Jane:  Oh, youre Dutch. Sorry about that. Peter:  Thats OK. Where are you from? Jane:  Im from London, but Im not British. Peter:  No, what are you? Jane:  Well, my parents were Spanish, so Im Spanish, too. Peter:  Thats very interesting. Spain is a beautiful country. Jane:  Thank you. It is a wonderful place. Key Vocabulary In the previous example, Peter and Jane are introducing themselves. Several important phrases that they use in this exchange are: My name is...Where are you from?Im from... (city, state, or country)Are you... (Spanish, American, German, etc.) Introducing Other People Introductions in Formal Situations Introductions can occur between more than two people, for example at a party or at a business meeting. When you meet someone for the first time, it is common to greet them by saying, Its a pleasure to meet you, or Pleased to meet you. It is polite to respond by repeating the statement back at them, as Mary does in this example: Ken: Peter, Id like you to meet Mary. Peter: Its a pleasure to meet you. Mary: Its a pleasure to meet you too! Ken: Mary works for... Introductions in Informal Situations In informal situations, especially in North America, introductions are also made simply saying, This is (name). It is also common to just say Hi or Hello as a response in this informal setting. Ken: Peter, this is Mary. Peter: Hi. How are you? Mary: Hello! Pleased to meet you. Ken: Mary works for... Common Introductory Phrases As you can see in the previous examples, there are a number of different phrases that are commonly used to introduce  strangers: (name), I dont think youve met (name).I dont think you know (name)May I introduce you to (name)(name), do you know (name)?(name), Id like you to meet (name) Saying Hello and Goodbye Many people begin and end conversations by saying hello and goodbye to each other. Doing so is considered good manners in many parts of the English-speaking world, and its also a simple way to express friendly interest in whoever youre chatting with. A simple greeting followed by asking about the other person is all that is needed to begin an introduction. In this brief scenario, two people have just met: Jane: Hello, Peter. How are you? Peter: Fine, thanks. How are you? Jane: Im fine, thank you. Once youre finished speaking with someone, its customary to say goodbye as you both part, as in this example: Peter: Goodbye, Jane. See you tomorrow! Jane: Bye bye, Peter. Have a nice evening. Peter: Thanks, you too! Key Vocabulary Key phrases to remember include: Hello... How are you?Im fine, thank youGoodbyeSee you... (tomorrow, this weekend, next week, etc.)Have a nice... (day, evening, week, etc.) More Beginning Dialogues Once youre mastered introducing yourself, you can practice your English skills with more exercises, including telling time, shopping at a store, traveling at an airport, asking for directions, staying at a hotel, and eating at a restaurant. Work with a friend or classmate to practice these role-playing dialogues, just as you did for these exercises.

Limited Companies (Tesco and Sainsbury) Case Study

Limited Companies (Tesco and Sainsbury) - Case Study Example The stance of both the companies is illustrated with the help of financial ratios, to read between the lines of the companies’ financial statements and to completely understand the financial data presented by the companies in their annual reports. The structure of the report comprises the companies’ financial performance analysis for the year ended 2005 from management, investors and lenders’ outlook because all these three groups are interested in the companies’ position and performance with different perspectives. Therefore, the comparison presented in this report would be helpful for the company’s management, investors and lenders altogether to form a base for their future decisions.Tesco and Sainsbury have been in the retail business for a long time. These companies operate on the international level, but have most number of their stores in UK, which is the major market of these companies. Tesco is the largest and most profitable superstore chai n in Britain. It is the fourth largest supermarket in the world. Tesco operates 2,318 stores in 12 countries around the world and employs 326,000 people, 237,000 of them in Britain where it is the largest private employer (TESCO: A Corporate Profile, accessed 29.11.2005). The principal activity of the Group is the operation of food stores and associated activities in the UK, Republic of Ireland, Hungary, Poland, Czech Republic, Slovakia, Turkey, Thailand, South Korea, Taiwan, Malaysia and Japan (Tesco Annual Report, accessed 28.11.2005). Sainsbury is the UK's third-largest grocery retailer (after Tesco and ASDA) operates the long-struggling Sainsbury's Supermarkets chain -- some 464 supermarkets in the UK (accounting for nearly 85% of sales). The supermarkets get about 40% of their sales from private-label products. In addition to supermarkets, the company operates 260 convenience stores under the Sainsbury's Local, Bells and Jacksons banners. Sainsbury also owns 55% of Sainsbury's Bank (in a joint venture with Scottish bank HBOS) and a property development company (J Sainsbury plc overview, accessed 28.11.2005). PART B: ANALYSIS & COMPARISON OF FINANCIAL PERFORMANCE Tesco and Sainsbury are two popular companies in the United Kingdom. But the latest annual reports issued by these two companies reveal diverse results in the companies' financial performance for the year ended 2005. A deeper analysis of the differences between these companies' financial results is presented below with the help of some ratios peculiar to the analysis in terms of company's management, lenders and investors: FROM MANAGEMENT'S OUTLOOK The following analysis and comparison is done to help the companies' management to assess their performance and capabilities in the light of the companies' recent financial results: Gross Profit Margin Tesco Plc 7.3% Sainsbury Plc 4.12% The Gross Profit ratio analyses the company's profit margin before accounting for various operating costs. The gross profit margin of Tesco is higher than Sainsbury, which indicates that Tesco's management has efficiently managed to obtain more profit out of its sales after accounting for cost of sales incurred during the process of making the goods and services available to customers than Sainsbury. Net Profit Margin Tesco Plc 5.7% Sainsbury Plc 0.65% The net profit ratio analyses a company's profitability after taking into account all the operating costs. The above ratio calculation shows that Tesco has had significantly higher net profit margin than Sainsbury whose profit margin after the operating cost

Case study Essay Example | Topics and Well Written Essays - 1000 words

Case study - Essay Example A higher level to the previous or a higher level as compared to the competitor indicates that the business is prospering. year 2012 2013 2014 2015 2016 unit car sales expected 80 120 150 180 190 The profitability of the company: the organization has an anticipated annual change of 1.02. This shows that the organization is on the positive trend in profit making. The profits can only increase if the company focuses more in cost reduction than in production. Breakeven levels Unit break-even for the year 2012 Average Annual Fixed Cost/ (Average Per Unit Sales Price - Average Per Unit Variable Cost) Fixed costs= (direct labor +supervision + office staff+ managerial) 550,033 =33+130,000+120,000 + 300,000 Variable costs = production overheads + production person-hours + sales overheads + other office overheads 100,900 = 50,000 + 900 + 18,000 + 32,000 Therefore: average annual fixed costs = 550,033/ 12= 45836.08 Average per unit sales = 75000/80= 937.5 Average per unit variable cost = total variable cost / number of units/12 =100900/80/12= 105.10 Break even = 45836.08/ (937.50-105.10) = 55 units Sales break even for the year 2012 Annual Fixed Cost/1 - (Average Per Unit Variable Cost ? Average Per Unit Sales Price) =550033/ 1- (105.10/937.5) =550033/1-0.1121 =550033/0.8879 =619476.29 ? Sensitivity of the figures to the key estimates The estimated figures show a positive increase in both the expenses and incomes. For example on the sales estimates there is a gradual increase in the number of units to be sold annually. This is not reflected in the other expenses. For example it is assumed that the variable costs are not changing with the increase in sales. Other factors not considered include market trends, additional investments, depreciation of the cars. Too the interests on the borrowed capital are assumed that they will remain unchanged for the due period. There should be a provision for such changes as the global economy is fluctuating. Also there are provisions for bad debts. Everything is assumed to a clear cut transaction. Recommendations The company therein is sales oriented. It projects a sharp increase in sales without putting into focus the other internal and external factors. The company therefore change this trend and focus on both production and cost reduction. References Cooperative extension, (n.d), Agr-business management, viewed April 21, 2012,

Should Rewards and Punishments Be Used to Motivate Students’ Learning Essay Example for Free

Should Rewards and Punishments Be Used to Motivate Students’ Learning Essay I believe that rewards and punishments do play a key part in sustaining children’s interest and motivation to learn. However, I feel there are other key factors and methods that could be used to greater effect and am inclined to disagree with the question at hand. a) There are many educational theories on the topic of motivation but I believe the Self-Determination and Self-Efficacy theories cover some key aspects that deserve to be mentioned. The Self-Determination theory, in a nutshell, discusses the extent to which people validate their actions upon reflection and engage in them willingly. It assumes that every individual seeks personal development and undertakes challenges to build up their self-esteem (Rochester, 2008). According to Eggen and Kauchak, learners have three ‘innate psychological needs: competence, autonomy and relatedness’. The need for competence suggests that learners have to feel confident in their ability to match up with their peer’s performances, with determining factors like praise and attributional statements regarding the reasons for their performance. The need for autonomy basically talks about learners wanting to feel in control over their learning environment; this can be achieved by pushing them to be committed to their goals and providing detailed feedback after assessments. Finally, the need for relatedness stems from learners wanting assurance with regards to their relationships with the people around them and feeling deserving of care and respect. Eggen Kauchak, 2007) The Self-Efficacy theory is similar to the Self-Determination theory in certain aspects; basically, it focuses on learners’ confidence in their capability to achieve success, which in turn determines how you tackle challenges. (Wagner, 2008) The four factors influencing self-efficacy are past performance, modelling, verbal persuasion and psychological state. Past performances, the most important factor of the four, determine a person’s initial confidence in handling the task at hand while modelling gives learners a sense of the benchmark expecte d from them, thus giving them greater confidence in their preparations. Verbal persuasion, when used appropriately, can help spur learners on when they are in determining their progress and, eventually, their success. (Eggen Kauchak, 2007) What impact do these two theories have on learners’ motivation to learn? To put it simply, both theories believe that by acknowledging their innate needs and boosting their confidence, learners will most likely be more motivated to learn. Learners aged 7-11 are in the concrete operational stage and are ‘increasingly conscious of cognitive capacities and effective strategies’ (Berk, 1999); this means that they are more aware of what they can do based on their current level of ability as well as what can be done to improve their performance. Hence, it would make sense that we should aim to build up their confidence such that they can truly perform to the best of their capabilities. There are, of course, some concerns about there being over-confidence as a result of being ‘overly-encouraged’. Also, there is a limit to the effectiveness of verbal persuasion in really motivating students to press on with the task at hand. (Eggen Kauchak, 2007) However, a crucial point to note is that any effort to boost their confidence is to increase their self-belief, to believe that they can succeed if they put in the necessary amount of effort; that way their mindset towards challenges will be a much healthier one. Thus, the Self-determination and Self-Efficacy theories show that rewards and punishments need not be the sole factor in motivating learners. ) The Self-Determination and Self-Efficacy theories discussed earlier were schools of thought belonging to cognitive theories of motivation. The use of rewards and punishments in classrooms is a behavioural view of motivation. It states that learning is a ‘change in behaviour that occurs as a result of experience’ and thus, ‘an increase in studying or learning behaviours is viewed as evidence of motivation’. ( Eggen Kauchak, 2007) There is some debate over the effectiveness of using rewards in classrooms and whether it really boosts learners’ motivation to learn. On the one hand, some argue that using rewards can lead to a whole host of problems, the first being that rewards give learners the wrong impression about the true meaning of learning and undermines their ‘motivation to be involved in an activity for its own sake’, or intrinsic motivation. Others believe that behaviourism alone does not fully account for learners’ motivation as they rely on extrinsic motivators, or ‘motivation to engage in an activity as a mean to an end’, meaning that cognitive factors like learners’ expectations are not accounted for. Eggen Kauchak, 2007) According to Berk, ‘children think in an organized, logical fashion only when dealing with concrete information they can directly perceive’ (Berk, 1999); this indicates that using methods based on behaviourism, namely rewards and punishment, will not serve much purpose in helping learners deal with abstract concepts and higher-order skills. Rather, methods base d on cognitive development could be used to greater effect. Also, the presence of so many variables in today’s learning environment means that the success of using behaviourism-based strategies is quite beyond our control. All this only serves to affirm that the use of rewards and punishments would not necessarily be effective in motivating learners’ learning. On the other hand, Piaget’s explanation of knowledge acquisition shows that behaviourism does indeed aid cognitive development; Piaget himself believed that knowledge is ‘constructed or created gradually, as maturing individuals interact with the environment’, or constructivism in simple terms. By rewarding or punishing learners, their physical learning environment is affected, which in turn has an impact on their creating and re-learning of new knowledge. Indeed, by making use of rewards for tasks that learners do not find too intrinsically appealing, like word problems and emphasising greater competence as the reason for rewards, learners could indeed be more motivated to learn. Eggen Kauchak, 2007) Hence, it might be best to acknowledge that while rewards and punishments may not necessarily be the most effective way to motivate learners, it would not be ideal to eradicate them from teaching strategies too. Thus, the emphasis should be on appropriate implementation of rewards and punishments so as to motivate learning. c) There are many different strategies that can or should not be in place to facilitate the motivation of learners and they fall under different approaches: cognitive, humanistic and behaviourism. One critical cognitive theory known as the Expectancy ? Value theory suggests that learners feel encouraged to participate in a task only to the point where they believe they will succeed multiplied by the importance they feel this particular success is worth. The Expectancy ? Value theory has two influencing variables: expectancy for success and task value. To help learners be more confident about their chances of success, we can try to change their opinion of the challenge a particular task poses as well as their preconceptions of their own abilities. This can be done by nurturing expectations of success by providing just enough assistance for learners to make headway on challenges. Also, we can enhance the task’s value by increasing intrinsic interest, the tasks importance and utility value. To achieve this, tasks will have to be linked to real-world situations and appeal to learners in terms of its usefulness and novelty. A simple way of achieving this would be to make use of ‘concrete examples’ to raise enthusiasm and stress the specific usefulness of the task. (Eggen Kauchak, 2007) What should not be done, then, in the terms of cognitive theories? According to Eggen and Kauchak, there is another influencing variable that influences learners’ perception of a task’s value: cost. It is defined as the ‘negative aspect of engaging in a task’. There can be emotional and psychological costs that hinder learners performing according to their true abilities (Eggen Kauchak, 2007) and it is up to the teacher to be aware of the situation and help to the best of her abilities. Metacognition, the ‘ability to think about thinking, to play with thoughts and to monitor and deploy mental effort strategically’ (Forsyth, Forsyth, Schickedanz, Shickedanz, 2001), is almost like multi-tasking; learners have to juggle many different kinds of thought processes. It is crucial in the all-round development of learners and the presence of emotional or psychological costs in their learning environment can have an adverse impact on their motivation to learn. Thus, it is vital that teachers do not ignore the presence of these factors. The humanistic view of motivation has to do with our desire to achieve maximum potential as humans. (Eggen Kauchak, 2007) We look to Maslow’s hierarchy of needs to help explain motivation from a humanistic viewpoint. Maslow believed that basic needs lower down the pyramid have to be fulfilled before needs higher up the pyramid can be fulfilled. (Hierarchy of needs, 2007) What this means is that teachers have to create a positive and secure learning environment to satisfy learners’ basic and growth needs. By treating everyone in the same positive manner by focusing on their ‘intrinsic worth’ and viewing them as ‘developing human beings’, one can be assured that learners will find the motivation to learn. However, critics of Maslow’s theory argue that insufficient research has been conducted to support these claims and that his hierarchy of needs does not always hold true as individuals can achieve higher needs, like aesthetic appreciation, without fulfilling their basic needs. With disability becoming an ‘emerging priority’ in Singapore, there is an even greater need to ‘succeed in valuing and practising a cohesive spirit’ so as to ‘meet future challenges’ (Lim, Thaver, Slee, 2008); which is why it is vital for teachers to ‘treat students as people first and learners second’. Eggen Kauchak, 2007) By striving to create an inclusive classroom, it will be easier motivating learners. Finally, we come to behavioural views of motivation. Earlier in the essay, rewards and punishments were said to be behavioural methods. This can be done in a learning-focused environment, which ‘emphasizes effort, continuous improvement and u nderstanding’. To do that, we can help learners to self-regulate their behaviour and structure the learning environment using climactic and instructional factors. When self-regulation takes place, learners will take more pride in their work and be more committed to the goals they set. Teachers can aid the process by modelling responsibility and help learners set guidelines in place. Climactic variables like encouraging success and handling challenges also play a key role in creating a motivating environment. By providing sufficient help in challenging tasks and highlighting the reasons for assignments, the learning environment will be better suited for motivation to learn. Instructional variables are key to capturing learners’ interest, which determines how much effort they place on the task in turn. Involving students in personalized tasks and providing detailed feedback helps to build their intrinsic motivation to learn and succeed. (Eggen Kauchak, 2007) In any classroom, there will always be distractions that threaten to impair any carefully-laid lesson plans. Thus, learners should not be left out of the drawing up of classroom rules and expectations; they would then be familiar with any signals from the teacher indicating a disturbance or lack of attention. Also, not every interruption needs to be addressed immediately; by ignoring minor disruptions occasionally, it serves as a subtle cue for the offender to not resort to similar tactics to gain attention. (Divaharan Wong, 2008) Teachers should not get into the habit of jumping into a new topic immediately too, as a novel introductory focus (an appealing and scaffolded structure of the lesson) will appeal to learners’ interest and prior knowledge, thus motivating them intrinsically.

Admirations of Love Essay -- Poetry Analysis

Delight me, tickle my senses, I dare you! To be delighted-- isn’t that something we all wish to enjoy. Taking a walk in Edward E. Cummings’ poem, titled; â€Å"[S]omewhere i have never travelled,gladly beyond†, where he embraces his reader upon revealing a rainbow of â€Å"colour[ful]† techniques-- making my mind dance over hills of wild flowers (Cummings 742). With each new flower giving form to a jumble of abstract emotions, he conveys a more pronounced diction. And though I may color myself a portrait with perfect admirations of love, history has a funny way of telling me differently. â€Å"[S]omewhere i have never travelled,gladly beyond/ any experience,your eyes have their silence: / in your most frail gesture are things which enclose me, / or which i cannot touch because they are too near† (Cummings 742). In the first verse Cummings presents meter, but discontinues this method in the next four verses. When metering the first verse, it sets it apart, --like an introduction to a story-- laying down a path to the rest of the poem. Reading from one verse to the next, we see Cummings’ love for another become unraveled piece by tantalizing piece. His thoughts begin to break down into open words on the page, but still remain embodied within a quatrain structure. Perhaps telling us his love is uncontrolled, but composed. In the first verse, lines one and two are separate from lines three and four with a colon. A colon, in its most simple of ways, separates Cummings’ topics from his explanations. The first two lines of verse one, tells me of a place which he desires to travel, but has never been. The third and fourth lines in verse one describes that destination and why he must not go. In the fourth verse he entices me ... ... and the depth in which he sees her, is his understanding. So where does this leave me now? I have followed Cummings’ path from technique to technique. Even took a closer look through his use of words. Grasping ahold of an image I clearly see, but then questioning my thoughts when reading Cummings history during that time. One thing still remains clear to me; he has admirations of love for this person, and only the innocence behind it-- for me-- remains open for interpretation. Works Cited Cummings, Edward. â€Å"Somewhere i have never travelled,gladly beyond.† Literature An Introduction to Fiction, Poetry, Drama, and Writing. Ed. Campion, Donna. United States: Kennedy X. J., Dana Gioia, 2010, 2007, and 2005. 742. Print. Reef, Catherine. â€Å"E. E. Cummings a poet’s life.† USA: Houghton Mifflin Company imprint, 2006. Print

Micro Econ Exam Review

Characteristics of competitive markets (3): There must be many buyers and sellers, none of whom can have a large market share, a few players cannot dominate the market. Firms must produce a standardized product, buyers must see all their products as equivalent. (Identical (Homogeneous) Products), Firms and resources are typically fully mobile, allowing free exit and entry. These three conditions make all consumers and producers price- takers. Models: Section 12. 2 Market Market Assumptions: Firm The firm is a profit maximizing firm.The individual firm can sell all they can at the market price. Each Individual firm supplies only a small portion of market supply, and therefore can't manipulate the market price. The firm Is a price-taker: they take the market price as given. 2. Profit Minimization: The firm will maximize profit at the output level that has the greatest difference between Revenues + Cost. The firm can/will profit maximize where Marginal Revenue (MR..) = Marginal Cost (MA C). Since the perfectly competitive firm is a price taker P=MR†¦ Therefore, the profit maximizing condition can be written MR..=MAC or FEM.. (SameCondition). If MR.. > MAC then Increase Output. If MAC > MR.. Then Decrease Output. Model: Section 12. 3 Finding the Profit Maximizing Level of Output Model: 1 OFF Determine if the firm is generating economic profits, economic losses, or Zero economic profits. NOTE: cost curves include both implicit + explicit costs + can therefore be used to determine economic profits or losses. 4 Step Process: 1 . Determine the profit maximizing level of output (where MR..=MAC). 2. Calculate total revenue = Price x Quantity 3. Calculate total cost = TACT x Quantity (TACT is always U Shaped) 4. Compare TRY + ETCIf TRY > ETC then Con. Profits If ETC > TRY then Con. Losses If TRY = ETC then Zero Con. Profits 5. Models on next page. Section 12. 4: Economic Profits Economic Loss Zero Economic Profits Economic Profits: firm is generating enough revenue to cover accounting cost + opposing cost of resources employed. (Covering both explicit + implicit costs) Indicates an efficient allocation of scarce economic resources. Economic Losses: firm may be covering act. Cost but they are not covering the pop. Cost of resources employed. Indicates an inefficient allocation of scarce economic resources. Long – Run Analysis: If existing firms are generating economic profits: it will result in outside firms/ resources to enter the market. Models below: Section 12. 5 Individual Firm Individual firms will continue to enter the market until all economic profits have been competed away. In long-run equilibrium all firms will be left generating zero profit. If existing firms are generating Con. Loss: Left with 2 options: 1. Continue operating 2. Shut down (temporarily stop producing) If the firm is at least covering bag. Variable cost (PVC) they would be best off to

Marshall & Gordon

HUMAN RESOURCE MANAGEMENT Assignment 2 Marshall & Gordon: Designing an Effective Compensation System Situational Analysis Paul Nasr is the president of Morgan Stanley (MG) who has nearly 20 years of experience in the capital markets business. He assumed the leadership of the newly created Capital Markets Services division. The Capital Markets division is an interdisciplinary entity created to serve as a link between the Investment Banking division and the sales and trading arms of the firm, Equity and Fixed Income.The division is created to provide the clients with more focused attention and service. The employees in this division were also expected to generate business from organizations that were not previously clients of Morgan Stanley. Nasr hired Parson who is a successful, young banker and has a proven track record in the financial sector. He believed Parson is the right person in growing the capital market services arm of the firm. Parson had ten years of experience and possess es strong relationships in the banking and insurance industries.He didn’t have the Ivy League background that other employees in Morgan Stanley had had but he has the required experience working in bank and investment houses. He quickly rose up the ranks to become the Managing Director of a small firm. He is assigned the title of Principal and is expected to give analytical solutions to complex problems, have good client relations, understand the clients’ objectives and constraints and identify and create business opportunities for MG. He should possess excellent negotiation skills and also be a team supervisor and leader of the Investment Banking Department. 60O FEEDBACK PROCESS This process is a feedback solicited from superiors, peers, subordinates and internal clients as well as self-evaluation of an employee to gauge his/her performance. The inputs from this feedback helps in understanding and quantifying an employee’s strength, his/her deficiencies as well as gives cues for required developmental trainings and appraisal/promotion. This process minimizes the perceptional evaluation from a single source and gives a sense of ownership and fair judgment to one’s self perception.During the performance evaluation before his supposed promotion to the managing director or partner of the firm, Parson is credited for his good marketing skills, knowledge of the market and product, aggressiveness in making the deals with clients, his ability to cross-sell products to the clients. But he also got some very negative comments for being judgmental, not being a team player, not being professional at times. Nasr, though, defended that Parson is still young in MG and needed time to align himself with the firm’s values. Problem DefinitionNasr is staring down the barrel on whether to promote Parson as a Managing Director/Partner of the firm or give him more time. He also did not want to lose Parson who might leave the firm if he did not get the promotion. Options Nasr has three ways of coming out of this quagmire: a. Promote Parson and assume that he will get better with time. b. Hold his promotion till the next evaluation and give him a chance to overcome his shortcomings. c. Terminate his employment because his work doesn’t align with the firm’s core values. Evaluation Criteria:The following criteria should be used to evaluate the options available to make a fair decision: a. The employee should be result-oriented b. He should have good interpersonal skills c. He should bring new business to the firm d. He should be able to win the confidence of the clients e. He should possess both the market and product knowledge f. Understand the needs of the clients and utilize his market knowledge to work with the product specialists in providing a new product g. He should be a good team player h. He must possess good analytical skills to solve complex issues. Evaluation of Options a. ) Promote ParsonRob Parson is an excellent employee who has turned around the Capital Markets Services division in Morgan Stanley in an unconventional way and brought in new business through his aggressive marketing skills. He is instrumental in improving the market share from 10th position to 3rd position, during which the market share rose from 2% to a substantial 12. 2%. Since the division is new, he had to adopt these methods to win the clients’ trust. He introduced clients to his colleagues and also is able to cross-sell products. He might not always be social given his responsibilities but he is not antagonistic towards anyone.Moreover, Parson acknowledges that he is poor at self-promotion and is not in sync with the organization’s goals. b. ) Hold his promotion Nasr is in a position of responsibility and authority. If he chose to promote Robert Parson just on the basis of results, it would create a wrong precedent to other employees that they can bypass the Morgan Stanley culture and still get promoted. In addition, Rob Parson is personally recruited by Nasr and, giving a promotion to Parson despite the interpersonal issues indicates adaption of unfair practices in the performance evaluation.Also, the newly implemented 360-degree feedback stresses on culture of the firm rather than goal orientation. In this case, Parson is more goal-oriented than organization-oriented. So, his promotion being put on hold could be a viable option at this juncture. c. ) Terminate his employment Parson came from a background where he ought to be more result-oriented than being a cultural-fit in pursuing his goals. By adapting this strategy, he had created an internal notion that employees can bypass the core values of an organization to achieve one’s goals.This could undermine the very working culture of the firm and would lead to internal conflicts within the employees. So, his employment could be terminated to maintain the stability within the organization. Recommendation It can be concluded that he is a valuable asset to the firm given his contributions and should be promoted to the Managing Director position. He could undergo trainings on team building and interpersonal skills to further improve himself. The 360-degree performance evaluation can be used to give feedback to Parson on both his strengths and areas where improvement is needed.

Free Essays on Affirmative Action; The Noble Concept Of Equal Opportunity

Affirmative action policy in professional and university atmospheres was first implemented by an initiative in the Department of Labor under the administration of Richard Nixon as to purposely create equal educational and employment opportunities. However, since its official establishment in 1969 and long before, affirmative action has increasingly become the subject of conflict and dispute in American culture. Though its intentions were noble, affirmative action has become a clouded issue surrounded by controversy. Even in 1969 affirmative action was nothing new, in 1954, when the Supreme Court ruled on Brown versus Board of Education of Topeka, Kansas the African American community had legal restraints removed that had long kept them at a distinct disadvantage. Minorities had long been imposed to prejudice, especially from the greater white population. However the Brown decision failed to cease many white advantages and professional supremacies; â€Å"it merely allowed Blacks to enter the arena of competition,† (Greenberg 300).† The Brown decision only cracked the door of segregation of public facilities it did nothing to help minorities in the workplace. After the United States Congress passed the Civil Rights Act in 1964 minorities were no longer prohibited from the use of public facilities and job discrimination was no longer legally sanctioned. It became apparent that certain business traditions, such as seniority status and aptitude tests, prevented total equality in employme nt. The Civil Rights Act of 1964 was a major step in reducing de jure or law based discrimination but was unable to cease deep seeded de facto or actual discrimination in American society. The Civil Rights Act did not require employers to prove that any discriminatory policies were or were not used in the hiring of personnel, â€Å"Instead, the burden of proof was on the woman or minority group member who had been denied a particular job,† (Patterson 161). A... Free Essays on Affirmative Action; The Noble Concept Of Equal Opportunity Free Essays on Affirmative Action; The Noble Concept Of Equal Opportunity Affirmative action policy in professional and university atmospheres was first implemented by an initiative in the Department of Labor under the administration of Richard Nixon as to purposely create equal educational and employment opportunities. However, since its official establishment in 1969 and long before, affirmative action has increasingly become the subject of conflict and dispute in American culture. Though its intentions were noble, affirmative action has become a clouded issue surrounded by controversy. Even in 1969 affirmative action was nothing new, in 1954, when the Supreme Court ruled on Brown versus Board of Education of Topeka, Kansas the African American community had legal restraints removed that had long kept them at a distinct disadvantage. Minorities had long been imposed to prejudice, especially from the greater white population. However the Brown decision failed to cease many white advantages and professional supremacies; â€Å"it merely allowed Blacks to enter the arena of competition,† (Greenberg 300).† The Brown decision only cracked the door of segregation of public facilities it did nothing to help minorities in the workplace. After the United States Congress passed the Civil Rights Act in 1964 minorities were no longer prohibited from the use of public facilities and job discrimination was no longer legally sanctioned. It became apparent that certain business traditions, such as seniority status and aptitude tests, prevented total equality in employme nt. The Civil Rights Act of 1964 was a major step in reducing de jure or law based discrimination but was unable to cease deep seeded de facto or actual discrimination in American society. The Civil Rights Act did not require employers to prove that any discriminatory policies were or were not used in the hiring of personnel, â€Å"Instead, the burden of proof was on the woman or minority group member who had been denied a particular job,† (Patterson 161). A...

The Essay Experts 2015 Media Year in Review

The Essay Experts 2015 Media Year in Review 2015 was a full year of speaking engagements where I put out some of my best information about LinkedIn, resume writing, and college essays. In case you missed the live events, I thought I’d highlight some of the appearances that you can still watch! LinkedIn Tips Most recently, I was one of 30+ expert presenters at the LinkedIn Success Summit, a 5-day information-packed event on how to generate leads, sales and profit from LinkedIn. Although you can no longer access my talk for free, if you want to get lifetime access to all the interviews of all the Summit speakers, you can purchase a pass for $147 now through December 31. For  a different type of presentation with more nuts and bolts about LinkedIn profiles, you can view this webinar which I delivered for Beyond B-School’s Get Hired Boot camp on February 18: LinkedIn: The Enhancements That Open Doors. To see me in action, critiquing the LinkedIn profile of Rob Hart, plus giving some other tips on cat photos, check out this  October 28 appearance on Chicagos WGN Radio. Listen here (at about 14:45)! Finally in the LinkedIn Tips  category, the year started off with a January 26 podcast with Angela Copeland of Copeland Coaching: â€Å"Mastering LinkedIn: Secrets from Brenda Bernstein’s Book, How to Write a KILLER LinkedIn Profile† (Podcast #36). LinkedIn was definitely the most popular topic of the year! But there was more! Resume Writing Tips I have only one recorded opportunity from 2015 on the topic of resumes, from a December 9 TV appearance on Fox 6’s Studio A. Preview: I sing New York, New York in this one! If you want more on resumes, please watch my signature webinar, How to Make Resume Writing FUN! (Yes, it can be done!) College Essay Tips If you’re interested in college essays tips for yourself or an upcoming college student, here’s a quick interview for Channel 3 TV on that topic from July 31: View the interview here! To view all of my past TV and radio appearances, visit my TV Radio page. And to catch future events, keep posted with The Essay Experts Calendar of Events and my email/social media announcements. Enjoy the â€Å"TV Watching† over the holidays – I hope the items in this post will balance out other favorites like A Charlie Brown Christmas and It’s a Wonderful Life. If there’s a topic you’d like to see me speak about for any group to get my 2016 media year in full swing, please let me know. I’ll be happy to consider opportunities!

Report on current strategic marketing plan for Sonic Drive Ins Assignment

Report on current strategic marketing plan for Sonic Drive Ins - Assignment Example The company also aims at increasing its revenues and market share as it becomes the preferred destination for fast drive in restaurant. Sonics drive in style of service as well as the unique menu and orders delivered by Carhop makes it highly differentiated and preferred in the quick service restaurant industry. Moreover, the unique signature menu items made when one orders like six inch premium beef hot dogs, foot long quarter pounds Coney’s and chicken sandwiches makes it competitive (SONICÃÆ'‚ ® Drive-In, n.d.). The company also derives its strength from the fresh made onion rings, tater totes and over a million drink choices. The variety of foods and drinks offered gives customers a wide range to choose from. Sonics customers also enjoy the drive-thru services and patio dining at most of their locations. The company’s also brags of continued increase in the financial performance amidst expansion plans adopted in 2013. In 2013, the company noted an increase of 2.3% in sales of system-wide same store, a 60$ basis point improvement in drive-in level margins and a 20% rise in the earning per share on an adjusted basis (SONICÃÆ'‚ ® Drive-In, n.d.). Good financial performance has made the company remain competitive in the industry. Finally, the company boasts of their innovative products, friendly service and their ability to engage with the customers through effective advertising and better media effectiveness which increased sales. Other areas that makes the company competitive is the focus made on healthier options with the introduction of freshly brewed diet green tea and premium chicken sandwich and egg burritos (Panczel, 2010). The company has a marketing function charged with the role of creating awareness of the company’s products. Currently the department runs a â€Å"Two guys† creative campaign geared at reaching the greatest number of customers through advertising. The company has a central

Food, Inc Essay Example | Topics and Well Written Essays - 500 words

Food, Inc - Essay Example coli is the corn that the cows are fed. It is quite cheap and dangerous for health. The content of E. coli in the cow’s guts increases when they feed on the corns. In order to regulate the effect of increased E. coli level, the meat packers often tend to cleanse the meat by treating it with ammonia so that it becomes suitable for human consumption. Food borne illnesses resulting from the consumption of contaminated food are increasingly putting millions of Americans in hospitals every year. The number of Americans that are admitted into hospitals every year is 325,000 approximately and those who die because of the diseases caused by contaminated food consumption every year are about 5000 (The Center for Ecoliteracy 39). The toddler Kevin in Food, Inc. who is only two years old becomes sick because of Escherichia E. coli. Escherichia E. coli is a bacterial group which is found in the intestines of many birds, animals and also humans. Usually, many E. coli benefit us by decompos ing the food that we in-take and facilitate its digestion, though serious infections may be caused by some strains that may in turn, cause bloody diarrhea, cramps in the stomach, failure of kidney and sometimes, it may result into the death of the affected person. People may acquire the bacteria of E.

Judaism Religion and Theology Essay Example | Topics and Well Written Essays - 750 words

Judaism Religion and Theology - Essay Example One reason is that the Essenes formed one of the greatest sects during that time of Christ, in which the Jews were divided. Judaism is the way of life, philosophy and religion of the Jewish people. One might be interested in being part of these separatist societies because of the uniqueness of these societies. The Essenes for example had no women and also had no money. These were believed to be the major causes of sin and were therefore forbidden from these societies. They only had palm trees as their companions. This saw many people who were tired of life being driven to these societies to adopt their interesting mannerisms. This paper will discuss â€Å"The Damascus Document† and the â€Å"Rule of the Community† expanding on why someone might have been interested in being a part of these separatist communities. One would therefore be interested in being part of these separatist societies because they were thought to have advantage over the weariness that comes with li fe. â€Å"The land of the Essenes was also very fertile and it attracted people to it†. Another factor that would make one to be interested in being part of these separatist societies, first, according to Josephus and Philo, the members of the sect numbered 4000. Judaism is a religious system whereby everyone is under the rule of God. This was because becoming a member of Essene sect for example was not easy to achieve. Only the male adults were allowed to join the group. The Essenes for example believed in living very simple lives.... There are a number of factors that made their ways of life appealing. First, their days began with prayer and they believed in purification after working in their various occupations. That is why they would assemble for ritual purification at the end of each day. â€Å"Followers had communal meals which were prepared by the priest† (Brownlee, 1982). These meals were served to each member in order of their status in the society but each member would wear special garments for these meals. They would return to work after these meals and later on reassemble for another meal. They often recited prayers together at sunset. Their unique mannerisms and ways of life made them to be different and they were separated from their fellow Jews. One can therefore desire to be like them because of their unique mannerisms (Trans, 1942). These societies overemphasized on ritual purity in the sense that they would purify themselves several times after relieving themselves for example, after worki ng, after being in contact with people who were not members of their societies and before meals. According to the rule of the community, the character of these communities such as that which required one to undergo thorough examination before being allowed to join the sects made them to be desirable and appealing. Such an examination process would last for almost two years before one became a fully fledged member. Their celibacy, community of property and theology were unique and made them to be different. The Jews are considered to be an ethno religious group. The members of these separatist societies such as the Essenes only worked in certain occupations such as crafts and agriculture. They avoided other occupations that were considered as not being pure. These

Leaders In Family Businesses Business Essay

Leaders In Family Businesses Business Essay It is very difficult to identify the comparison between family and non-family business; it lies within the fact that there is not even a single accepted definition of family business to form the basis of research (Westhead and Cowling, 1998). This essay explores in isolation, the skills required in leaders in family and non-family businesses. Then, the skills required in these two categories of leaders are compared and contrasted. Various theories and concepts on family business are used to facilitate the process. Family business is a business in which familys involvement is a must, making the business different from others. Many researchers interpret the involvement of family as ownership management. (Chua et al.,1999) In a family business, managing the profits and losses are not the only thing that matters. Its all about understanding the family tradition, values and beliefs also to do succession planning. It is also important to make sure that there should not be any conflict between family members regarding the ownership and management. Indalecio(2012) said that there are some conflicts which typically happen due to the inability to separate personal and professional lives and also because of interest which varied from one member to other. Family businesses are mostly made up of strong relationship of trust, loyalty and communication and they have a shared vision. In a non family business, they mainly focus on the smooth functioning of the organization to make profits and also to expand the business. They dont need to worry about family values or tradition. As compared to family business employees are much more motivated in non family business. In Family business, they hire promote employees after considering relatives or any other family member which makes the non family employees lose motivation towards the work. This will lead to a limited growth and opportunities for the firm. (Indalecio,2012) Well discuss in detail that how the leaders require different skills to work in these two totally different types of businesses. As we know that Leader play the main role in running the business either it is emotion based or simply profit based. Well discuss about different theories of leadership in family business to differentiate the leadership style from non-family business. LEADERS IN FAMILY BUSINESS Leadership is not magnetic personality that can just as well be a glib tongue. It is not making friends and influencing people, that is flattery. Leadership is lifting a persons vision to higher sights, the raising of a persons performance to a higher standard, the building of a personality beyond its normal limitations (Peter F Drucker) The environment in a family business is very different from non family business for leaders and employees in the organization. Heuristic Model, defines leadership as the person, process, position, result where leader is an individual, a centered person who they are. The style adopted by them or sense-making or the way they get things done. They keep into consideration what those in authorities do and where they do it. As a result they achieve the purpose through mobilization like a leader achieve. (Grint,2010) Tagiuri and Davis (1996) stated the existence of shared vision, values and beliefs, as well as a long term orientation with loyalty and trust which is based on relationships as one of the important or strong advantage of family business as compared to a non family business. Which allows a family business to have a unique or clear identity and also a strong sense of success in their mission, they wish to undertake and concentrate on the efforts for what they can do best, which helps them to gain a competitive advantage (Ibrahim Ellis, 1994). Dyer (1986) and Sorensen, (2000) describes five description of the leadership that is exercised in family firms: participative, autocratic, laissez-faire, expert and referent. This author said that the head involves member in decision making and they guide through adapting, also have the capacity to motivate personal regards in others. Which allow these type of firms to achieve the goal expected by both the family and the business at the same time, and that leads to higher level of satisfaction commitment among the non-family employees. (Vallejo, 2009) (Figure 1) [Source: Vallejo, M.C. (2010), Pg. 6] A leader in a family firm should take care of some points which are very important for the success of the organization in a market place: family disputes, favoritism, running business emotionally, and limited growth, also a succession plan. Family disputes takes place mostly due to the varied interest of each family member towards business, their personal egos, and rivalries among them which spill into the business environment. Managing family and the business at same time is very delicate matter and it is also important that if a leader in a family firm wants someone from the family to join the business then he needs to create a company culture based on favoritism. In most of the cases everyone wants to help family but its totally wrong to hire, promote or pay someone just because of familial relationship, rather than hiring someone based on their actual merits and abilities. It is very difficult in a family firm to keep personal professional life in a separate way, and also not an easy task to separate your emotions from your business. Especially, giving a critical feedback or receiving it from someone you love is also a big problem. Mostly in family firms all leadership positions are always occupied by some family members which limits the growth of the company opportunities for non-family employees. Many talented and ambitious employees will lose their motivation and they will move on to another job. There should always be succession plan for family firms otherwise it will lead to failure. (Indalecio, 2012) LEADERS IN NON FAMILY BUSINESS A simple definition of leadership is that leadership is the art of motivating a group of people to act towards achieving a common goal. (Ward, 2012) A leader in non-family business requires many types of skill for the better functioning of an organization. When it comes to the leadership quality in a leader for a non-family firm, we consider a leader who is ambitious, creative, self-reliable, inspiring, and innovative, also in addition to commitment determination, opportunity obsession, adaptability, self-motivated. (Timmons and spinelli, 2003) In a non-family business, mostly these are transformational leaders who motivate their followers to achieve a long term objectives rather than selfish short term goal. They have the ability to convince their followers to work hard for the achievement of the goal which leaders have in mind. This helps to motivate the followers that turns out to be self compensatory. (Bass, 1985, 1999) Leaders in a non-family firm dont worry about feuding, nepotism, emotions, values and beliefs of family, succession plans. They dont have a shared vision for the organization; everything is cleared about the goal they want to achieve for the expansion or growth of their organization. They have high growth opportunities for their employees because they never hire, promote, and criticize individuals on the basis of familial relationship. They only concentrate on the profits, motivation of employees, monitoring the performance, to gain competitive advantage for the benefit of the firm or to be successful in the market. (Indalecio, 2012) The Leader should be able to introduce a sense of value, respect, and to express a clear vision for the employees so that they can work accordingly. He should also pay attention to the need of the followers assign them particular projects for their personal growth, also teach followers to find a sensible path to examine a situation and also encourage them to be creative. (Bass, 1985) CONCLUSION In a firm, whether it is a family or non-family firm leaders are require running them. Mainly, for a non-family firm leader it is easy to run the organization as compare to a family firm leader. Because he has no tensions about the family values, beliefs, succession planning, family member interests or any other way to run a business in a manner so that it should survive for their upcoming generations. But for a family firm leader these all points matters a lot for their success in the market. The trust, loyalty, and relationship they make with their customers to gain sustainability. Family affect the business in each aspect if the firm doesnt have a Leader with all the leadership quality require operating a family business. In a family firm, leaders require a skill which helps the business to overcome the threats they get in running a family business. He should define the goal of the organization very clearly make sure that there is no partiality in hiring, promoting the employees, and it should be based on the individuals merits abilities. Outline the responsibilities role of each family member and hold them accountable. There should not be any communication gap and also run the business in a non emotional manner. For the advancement of your business everyone working for the organization should be on the same line either for promotion or criticism, also to have a succession plan for the survival of the business after he is gone. (Indalecio, 2012) There are different theories that explain these differences of skills required for a leader in a family a non-family firm. But the main thing is to understand the way a leader should work to keep the employees motivated and also provide them proper opportunities for their personal growth because a successful business is a mixture of different people with different skills. If a leader will follow these in a firms culture then this in turn will lead the organization to achieve their goal in a given time either it is a family business or a non-family business. Referencing: Bass, B. (1985). Leadership performance beyond expectations. New York: Academic Press. Bass, B. (1999). Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology. 8, pp. 9-32. Chua, J. H., Chrisman, J. J., and Sharma, P. (1999). Defining the family business by behavior. Entrepreneurship Theory and Practice, 23(4), pp. 19-39. Dyer, W.G. (1986). Cultural Change in Family Firms: Anticipating and managing Business and Family Transitions. San Francisco, Jossey-Bass. Grint, K. (2010). Leadership, a very short introduction. Oxford University Press, London. Indalecio, T. (2012). 5 Common threats to a family business. About.Com : http://familybusiness.about.com/od/managementandoperations/a/commonthreats.htm [Accessed: 18 January 2012] Ibrahim, A. Ellis, W. (1994). Family business management: concepts and practice. Dubuque, IA: Kendall/Hunt. Sorensen, R.L. (2000).The Contribution of Leadership Style and Practices to Family and Business Success. Family Business Review. Vol. 13, no. 3, pp. 183-200. Tagiuri, R. and Davis, J.A. (1996). Bivalent attributes of the family firm. Family Business Review, Vol .9, pp. 199-208. Timmons, J. Spinelli, S. (2003). New venture creation: entrepreneurship for the 21st century (6th ed.). New York: McGraw-Hill Higher Education. Vallejo Martos, M. (2005). Cuando definir es una necesidad. Una propuesta integradora y operativa del concepto de empresa familiar. Investigaciones Europeas de Direccià ³n y Economà ­a de la Empresa. [The Need to Define: Towards an Integrative and Operational Definition of the Family Firm], 11, pp.151-171. Vallejo, M.C. (2009). Analytical Model of Leadership in Family Firms Under Transformational Theoretical Approach: An exploratory study. Family Business Review. pp. 6. Ward, S. (2012). Leadership. About.com: http://sbinfocanada.about.com/od/leadership/g/leadership.htm [Accessed: 18 January 2012] Westhead, P., Howorth, C. and Cowling, M. (2002). Ownership and management issues in first generation and multi generation family firms. Entrepreneurship and Regional Development, 14(3), pp. 247-269.