Industrial Services of America, Inc. and Its Strategies Essay

Industrial Services of America, Inc. and Its Strategies - Essay Example On liquidation, Harry Kletter purchased majority of the shares and on the eve of 1980s, he started a new company concerned with the selling of equipments associated with handling and disposal of solid waste. The new company operated with a new trade name known as Waste Equipment Sales and Services Company (WESSCO). WESSCO finally joined with CWS (Computer Waste Systems), a company that had specialized in giving consultations in relation to solid waste management to a number of businesses operating in diverse industries. The merging of these two firms led to the establishment of business operations headquarters at Louisville in Kentucky. Since then the company has acquired a number of recycling units in several regions. Besides purchasing of business units, the company has also seen itself enter into merger with other companies. Currently, the company is resorting to contracting third parties’ services in collecting and disposing solid waste. This will see ISA increase its cove rage area in regards to offering its services leading to amplified profits. Although the company has its operation in two sectors, that is, recycling and waste management, ISA is considering about concentrating in recycling activities. The reason behind this decision might be due to its efficiency in the recycling operations (Consonni, Giugliano & Grosso, 2005). External environment Industrial Competition The recycling business especially in the metal sector is very competitive in the US market. ISA faces stiff competition from those firms that have access to metal source. It is alleged that some companies have access to cheap scraps giving them a chance to sell the finished products at relatively low prices. The tough competition is further enhanced by existence of rivals that have adequate financial capacity, physical resources such as trucks and efficient marketing strategies among other factors such as large market share. ISA also fears that its competitiveness might adversely b e affected by weak economy and unfavorable market conditions (Consonni, Giugliano & Grosso, 2005). Risk Associated With Depending Upon One Customer ISA is exposed to great risk by depending on one customer that contributes over 60% to its profit. ISA majorly depends on North American Stainless pertaining to sale of its recycled metals. Environmental Regulations and the Government Policies The government and the environmental organizations frequently monitors the operations of all company’s that deals in recycling of materials in addition to management of wastes to ensure their practices are in line with laws and regulations governing the environment as well as company’s operations. Such policies entail environmental, health and safety issues such as Occupational Safety and Health Administration. Failure to comply with these laws ISA might find itself in the trouble of paying fines and thus affecting their profitability (Cointreau, 2001). Internal organization Managemen t team ISA brags of having experienced and qualified management team including the president and chief operating officer, Mr. Brian Donaghy as well as the vice president of the ISA Recycling, Mr. James Wiseman. The team management is cooperative and competitive and work closely with its employees to achieve the organizations’ goals. Employees At the end of 2010, ISA had about one hundred and eighty five employees who were employed on a full time basis. Ninety-eight of the employees are employed in recycling;

Being a Nurse Is More Than a Job, Its a Treasure Essay Example for Free

Being a Nurse Is More Than a Job, Its a Treasure Essay To me, being a nurse is far more than a job or even a career. Its an adventure, a continuous learning process that I embark on bravely each day, in search of life changing events and miracles. Touching the lives of others is a treasure chest overflowing with metaphorical gold, whether the help I provide is of great measure or remains unnoticed. The pride I hold in saying, Im going to be a nurse, is immeasurable. Nursing is more than a profession of integrity and compassion, it is a privilege that measures out my values as a human being and the responsibilities granted to me with the precious gift of life. The first time I truly touched a persons life, although the encounter was brief, was surprisingly fulfilling. A strong feeling of accomplishment and self-worth spread rapidly throughout my body and soul that no average good deed has ever accomplished. Nursing exceeds that average deed by far. After each experience, Im left with an awestruck attitude of purpose, knowing that I am needed in someones life. By saying, Im going to be a nurse each morning, I get the motivation needed to survive the awaited day ahead of me with a smile. In my opinion, nurses aren’t angels. They don’t go hand in hand with hearts and rainbows. Nursing is about providing care, yes, but that does not entail that nurses’ only purpose is to be a compassionate hand to hold on to. Nursing integrates science and care. Nurses take the knowledge they have gained from their education as well as their experience and apply it each and every day, all while, being there to comfort patients in their tim es of need, whether what is needed is an IV, pain medication, or an ear that will listen. Like it said in the documentary, a nurse takes advantage of opportunities, faces daily challenges, and most importantly in my eyes, is a powerful advocate for the patient. Watching this video enlightened me to the most significant responsibilities of a nurse. I’ve realized that a nurse is the liaison between the doctor and the patient. They ensure that the patient fully understands what is happening to them in their most vulnerable states. Nurses are responsible for patient education and for making sure the patient understands what the doctor tells them. Ardis Bush said just a few words that really clarified what being a nurse is  all about. She said that nurses treat the whole person, someone with feelings, someone who may cry – not just the diagnosis. In other words, doctors cure, but nurses heal. Ardis really helped me understand the difference between a doctor and a nurse. Nursing facilitates more meaningful patient interaction. I don’t want my patients to be just a statistic. I want to remember them and how strong they were emotionally when they weren’t strong physically. This video showed me that being a nurse will allow me to do just that.

Who Is Babylon? Essay -- Exploring the Scriptures

In Revelation chapters 17 and 18 we read about the great whore named Babylon who sits on many waters and is the mother of all harlots. The imagery in which the apostle John uses to describe Babylon has very significant meaning, in particular for the church as she approaches the end of the age. It is of paramount importance to understand who this Babylon is and how she affects the life of every believer. Throughout the ages there have been many attempts to identify Babylon. Most have agreed that she is the Roman Catholic Church (in particular the Vatican), even to the point of identifying the Pope as the anti-Christ himself. Others have suggested that Babylon is not a religious structure but more likely political, pointing to the EEC (the European Economic Community), or to the United States (in particular New York with Wall Street). Further more, others have gone as far as to suggest that Babylon is geographical, pointing to modern day Iraq from where that former great civilization originated, and suggesting that one day that civilization will rise again to become a modern superpower. While it is true that one may find levels of Babylon in all these things, however, none of these things in themselves can fully make up Babylon. In other words, Babylon may, and does exist in these things, but no one can point to any one of these things and say, "This is Babylon". The reality is, that all these (ie. the European Union, United States with its "big business", the Vatican, and other political and religious institutions) are made up of people, and it is IN THE HEARTS of people you will find Babylon. These entities have been allowed by God to visibly show us Babylon and point to something of the nature of fallen man. "The heart is deceitful above all things, And desperately wicked; Who can know it? (Jer 17:9). The origins of Babylon, as far as mankind is concerned, dates right back to the garden of Eden when Adam and Eve were given a choice as to whether they would follow the Lord through a life of obedience and faith, or try to become as God through their own striving. From the beginning, God's intention was that man would manifest the image of God and grow into full maturity through obedience to the will of the Lord. As we know, Adam and Eve chose to disobey and eat from the tree of knowledge of good and evil. From that time o... ...e it is the opposite of God's love which allows freedom of choice, it forces a person(s) to behave a certain way, usually through emotional blackmail. Extreme forms of witchcraft used by the occult involve black magic. However, subtle forms of manipulation can not only be found in the personal lives of many believers, but also in the everyday running of many of God's churches. Husbands and wives have found that certain emotions will result in receiving a favourable response from their spouse. Likewise, church leaders have found that certain words said in a particular manner, or maybe a tear at the right time, or even a certain physical gesture, is able to move the congregation towards the goal of that leadership. THIS IS WITCHCRAFT! This takes away a person's ability to make a free choice to obey by FORCING their emotions to make a favourable response towards the one displaying these emotions. THIS RUNS CONTRARY TO GOD'S LAW OF LOVE!..........Love commanded is not love at all. Work Cited The New Oxford Annotated Bible: With the Apocryphal/Deuterocanonical Books, New Revised Standard Version. Michael D. Coogan, editor. New York: Oxford UP, 2001. Print. Who Is Babylon? Essay -- Exploring the Scriptures In Revelation chapters 17 and 18 we read about the great whore named Babylon who sits on many waters and is the mother of all harlots. The imagery in which the apostle John uses to describe Babylon has very significant meaning, in particular for the church as she approaches the end of the age. It is of paramount importance to understand who this Babylon is and how she affects the life of every believer. Throughout the ages there have been many attempts to identify Babylon. Most have agreed that she is the Roman Catholic Church (in particular the Vatican), even to the point of identifying the Pope as the anti-Christ himself. Others have suggested that Babylon is not a religious structure but more likely political, pointing to the EEC (the European Economic Community), or to the United States (in particular New York with Wall Street). Further more, others have gone as far as to suggest that Babylon is geographical, pointing to modern day Iraq from where that former great civilization originated, and suggesting that one day that civilization will rise again to become a modern superpower. While it is true that one may find levels of Babylon in all these things, however, none of these things in themselves can fully make up Babylon. In other words, Babylon may, and does exist in these things, but no one can point to any one of these things and say, "This is Babylon". The reality is, that all these (ie. the European Union, United States with its "big business", the Vatican, and other political and religious institutions) are made up of people, and it is IN THE HEARTS of people you will find Babylon. These entities have been allowed by God to visibly show us Babylon and point to something of the nature of fallen man. "The heart is deceitful above all things, And desperately wicked; Who can know it? (Jer 17:9). The origins of Babylon, as far as mankind is concerned, dates right back to the garden of Eden when Adam and Eve were given a choice as to whether they would follow the Lord through a life of obedience and faith, or try to become as God through their own striving. From the beginning, God's intention was that man would manifest the image of God and grow into full maturity through obedience to the will of the Lord. As we know, Adam and Eve chose to disobey and eat from the tree of knowledge of good and evil. From that time o... ...e it is the opposite of God's love which allows freedom of choice, it forces a person(s) to behave a certain way, usually through emotional blackmail. Extreme forms of witchcraft used by the occult involve black magic. However, subtle forms of manipulation can not only be found in the personal lives of many believers, but also in the everyday running of many of God's churches. Husbands and wives have found that certain emotions will result in receiving a favourable response from their spouse. Likewise, church leaders have found that certain words said in a particular manner, or maybe a tear at the right time, or even a certain physical gesture, is able to move the congregation towards the goal of that leadership. THIS IS WITCHCRAFT! This takes away a person's ability to make a free choice to obey by FORCING their emotions to make a favourable response towards the one displaying these emotions. THIS RUNS CONTRARY TO GOD'S LAW OF LOVE!..........Love commanded is not love at all. Work Cited The New Oxford Annotated Bible: With the Apocryphal/Deuterocanonical Books, New Revised Standard Version. Michael D. Coogan, editor. New York: Oxford UP, 2001. Print.

Education on health promotion Essay

The statement of the problem of this research looks into the relationship that exists between education and the promotion of health. The researcher intends to identify how education can be used to promote health in communities and also how the health of the people can be affected by education. Furthermore, the researcher intends to fill the gaps left by other researchers on how the people relates directly with the education they get in other words what good or poor health does to the education sector. It also aims at looking at the various avenues put forward to solve the problem of health and education. Through this research, data that is important for the promotion of health will be unearthed to be used during policy making. The first sub-problem is to determine the extent of the influence that education has on the health of people. The researcher intends to analyze the changes that people make once they are educated on better health promoting habits. There is also an analysis of which are the best areas for this education to be provided. There is need to see whether schools are the most accessible places to the whole community and if the people value the information they get from there. Furthermore, there is need to look at the impact of health policies in schools which encourage healthy eating and physical exercise among the students. The second sub-problem is to come up with the most efficient strategy that will benefit the whole community. Since the community consists of all manner of people who exhibit different lifestyles and backgrounds, how will the health of all these people be promoted? The research will entail posing questions to the direct beneficiaries of health promotion and compare their suggestions with the policies that have already been advanced and get to establish the impact of those comments. This will then aid the policy makers’ once it comes to making policies that can be implemented and accepted by the people who the policy intends to benefit. How are the people to be educated? It has already been advocated that education is important, but how are the people to be educated and how will the education be implemented? Will the people change their lifestyles and who will make them use the knowledge gained? The research project to be tackled is valid in the sense that it will provide knowledge that other researchers have left. It is important to note that after the researcher conducted the literature review, some gaps were identified that needed to be addressed. Much as these previous researchers touched on all aspects of the topic, they failed to adequately show how the research problem could be solved. They failed to identify the avenues that can be used by the policy makers and the implementers that ensure that they benefit the people. The researcher has consulted with the course instructor who is a research expert and has actually gone further to involve the friends to get peer review of the topics relevance. The project aims at improving ways in which the health of the communities can be enhanced. In doing this they inadvertently aid in the national economy. It will aim at establishing the people’s views on the policies put in place and their feelings towards the information they get regarding their health status. Since the researcher has reviewed the literature available in this field and also done a reconnaissance visit to the areas targeted, there is ample knowledge of what has already been researched and there is little possibility of the research being a repeat of another one. Despite all these, there is need to acknowledge that there might be some problems encountered in the filed especially when dealing with people during data collection not everyone will provide the correct information and the researcher has to be careful to avoid recording inconsistent data that is not useful. After choosing the topic and identifying the problem statement, the researcher will go ahead to look for any literature that is related to the research topic. Once this has been done, the articles will be reviewed and understood getting the data already provided and identifying areas that can be improved on. After the literature review, the researcher needs to identify the data collection methods that will be used. The data collected will be both primary and secondary where the secondary has been found from the literature. The primary data will be gotten through observing using questionnaires both open and close ended, having structured and unstructured interviews and also the use of the Likert scale (http:// jan. ucc. nau. edu/~mezza/nur390/Mod4/collection/lesson. html). All these are useful data collection methods. In conducting such a research, it would be important to use both qualitative and quantitative research tools. The quantitative tools include questionnaires; measurements and statistics while the quantitative tools will include observation (http://www. dobney. com/Research/qualitative_research. htm). This is actually an ethnographic approach. By combining both tools of research, the researcher will get the best of data. The questionnaires will be scrutinized to reject the obviously unreliable ones and correct the answers that are obvious. Inconsistency will also lead to rejection of questionnaires. The taped interviews will be listened to again and also the written statements will be analyzed. After the analysis, there will be the coding of the data. This is the interpretation part of the data. The researcher has realized that regardless of the discipline that one is affiliated with, it is important to use both qualitative and quantitative data for the sake of getting useful information (http:// hej. sagepub. com/cgi/content/abstract/54/3/347). One has to look into how to use the methods available in each method of data collection and choose the most appropriate depending on the research topic and the use of research. The importance of peer review has been revealed to the researcher. An independent party is required in the development of a research project because they provide a fresh view into the research (http://ww. jmir. org/2004/3/e37). They provide opinions regarding the methods proposed to be used and also help the researcher improve on the research topic and the problem statement. By asking questions regarding time frame and the availability of tools to be used they help the researcher become realistic in the writing of the dissertation.

Mass in Minor B

Johann Sebastian Bach, popularly known as Bach, was a German composer, organist, harpsichordist, violist, and violinist, and was regarded as the supreme composer of the Baroque and one of the best of all time. His contributions are secular works for the choir, orchestra and solo instruments. Though he didn’t introduced new forms and he enriched the German style of music through a contrapuntal technique and adaptations of rhythm, forms and textures from other countries such as Italy and France. His musical style arose from the influences of the South German, North German, Italian and French music.During his time, Bach was popularly known on being on one extreme end of the spectrum, notating almost majority of the details of his melodic lines, particularly in his fast movements. He preferred dense contrapuntal textures which allowed lesser margin for the variation of his musical lines. Bach's contrapuntal textures have the tendency to be more cumulative than those of other compo sers before and nowadays. Noticeably, his harmony tends to use a brief ‘tonicisation' or a subtle reference to another key that lasts only a few beats at the longest. He also favored the supertonic to add color to his musical texture.Mass in Minor B Mass in B Minor is a complete musical setting in Latin Mass by Johann Sebastian Bach. This was one of Bach's last works before his death in 1750. This musical setting is a composition of the music that Bach had made before. He divided the work in a score of four parts of the Latin Mass that was given each title page of their own. These are the Kyrie, Gloria, Symbolum Nicaenum or Credo and the group of Sanctus, Hossana, Benedictus and Agnus Dei. In total, the work consists of 27 sections. Kyrie The Kyrie which means â€Å"O Lord† has three parts as used in Mass in Minor B.The first was the Kyrie eleison (Lord, have mercy). It is a five-part chorus in B minor consisting of Soprano I, II, Alto, Tenor and Bass. Second was the Ch ristle eleison, a duet in D major with obbligato violins. The duet was in Soprano I and II. Last was another Kyrie eleison but this time with four-part chorus only in F# minor, consisting of a Soprano, Alto, Tenor and Bass. Gloria The structure of Gloria or Gloria in exelcis Deo (Glory to God in the highest) composed of nine movements with the largely symmetrical structure and Domine Deus in the center.First movement was Gloria in excelsis, a five-part chorus of Soprano I, II, Alto, Tenor and Bass in D major in 3/8 time. The music appears also as the opening chorus of Bach's Cantata Gloria in excelsis Deo, Second was Et in terra pax, a five-part chorus of Soprano I, II, Alto, Tenor and Bass in D major. Third was Laudamus te, an aria of Soprano II in A major with obbligato violin. Fourth was Gratias agimus tibi, a four-part chorus of Soprano, Alto, Tenor and Bass in D major. Fifth was Domine Deus, a duet of Soprano I and Tenor in G major, marked Andante common time.The sixth movement was Qui tollis peccata mundi, a four-part chorus of Soprano II, Alto, Tenor and Bass in B minor in 3/4 time. Seventh was Qui sedes ad dexteram Patri, an Aria for Alto in B minor with obbligato in 6/8 time. The eight movement wasQuoniam tu solus sanctus, an Aria of Bass in D major with obbligato in 3/4 time. And last but not the least was the Cum Sancto Spiritu, a five-part chorus of Soprano I, II, Alto, Tenor and Bass in D major in 3/4 time. Credo Also known as Symbolum Nicaenum, Credo also had nine movements with symmetrical structure, and the crucifixion at the center.The first movement was Credo in unum Deum, a five-part chorus of Soprano I, II, Alto, Tenor and Bass in A mixolydian. Second was Patrem omnipotentem, a four-part chorus of Soprano, Alto, Tenor and Bass in D major. Third movement was Et in unum Dominum, a duet of Soprano I and Alto in G major. Fourth was Et incarnatus est, a five-part chorus of Soprano I, II, Alto, Tenor and Bass in B minor. Fifth was the Crucifixus, a four-part chorus of Soprano II, Alto, Tenor and Bass in E minor, in 3/2 time. The sixth part was Et resurrexit, a five-part chorus of Soprano I, II, Alto, Tenor and Bass in D major in 3/4 time.Seventh was Et in Spiritum Sanctum, an Aria for Bass in A major in 6/8 time. The eight movement was Confiteor, a five-part chorus of Soprano I, II, Alto, Tenor and Bass in F# minor. Last but not the least was Et expect, a five-part chorus of Soprano I, II, Alto, Tenor and Bass in D major. Sanctus, Hossana, Benedictus and Agnus Dei The fourth part was a combination of Sanctus, Hossana, Benedictus and Agnus Dei. Agnus Dei is a Latin term which means Lamb of God. In the musical setting, this part composes of six movements. First was Sanctus, a six-part chorus of Soprano I, II, Alto I, II, Tenor and Bass in D major, in 3/8 time.Second was Hosanna, a double chorus with four parts both, in D major in 3/8 time. Third movement was Benedictus, an Aria for Tenor with flute obbligato in B minor in 3/4 time. Fourth was another Hosannna . Fifth was Agnus Dei, an Aria for Alto in G minor with violin obbligato. And last was Dona nobis pacem, a four-part chorus in D major. The Mass in Minor B was frequently performed was not played during Bach’s lifetime. Though there are some scholarly debates and arguments with the motivation of Bach to pursue its kind structure during that time, most composers believe that the Mass in Minor b was one of Bach’s best compositions of all time.

10 Techniques for More Precise Writing

10 Techniques for More Precise Writing 10 Techniques for More Precise Writing 10 Techniques for More Precise Writing By Mark Nichol Here are ten ways to produce more vivid, direct, concise prose by replacing wordy phrases with fewer words and reorganizing sentences. It is not advisable to employ these strategies indiscriminately, but prose will usually be improved by following the recommendations below. 1. Use Active Voice When a sentence includes be or any other copulative verb, such as is or are, recast the sentence to omit the verb. Before: â€Å"The meeting was seen by us as a ploy to delay the project.† After: â€Å"We saw the meeting as a ploy to delay the project.† 2. Avoid Vague Nouns Phrases formed around general nouns such as aspect, degree, and situation clutter sentences. Before: â€Å"She is an expert in the area of international relations.† After: â€Å"She is an expert in international relations.† 3. Use Words, Not Their Definitions Replace explanatory phrases with a single word that encapsulates that explanation. Before: â€Å"The crops also needed to be marketable so that families would be able to sell any yields that exceeded what they personally required.† After: â€Å"The crops also needed to be marketable so that families would be able to sell any surplus.† 4. Avoid Noun Strings Reorganize sentences to eliminate series of nouns used as adjectives. Before: â€Å"The lack of a secure transfer may hamper computer security incident response efforts.† After: â€Å"The lack of a secure transfer may hamper responses to computer-security incidents.† 5. Convert Nouns to Verbs When a sentence includes a noun ending in -tion, change the noun to a verb to simplify the sentence. Before: â€Å"They will collaborate in the creation of new guidelines.† After: â€Å"They will collaborate to create new guidelines.† 6. Reduce Verb Phrases to Simple Verbs Identify the verb buried in a verb phrase and omit the rest of the phrase. Before: â€Å"The results are suggestive of the fact that tampering has occurred.† After: â€Å"The results suggest that tampering has occurred.† 7. Replace Complex Words with Simple Ones Choose simpler synonyms for multisyllabic words. Before: â€Å"The department will disseminate the forms soon.† After: â€Å"The department will pass out the forms soon.† 8. Avoid Expletives Don’t start sentences with â€Å"There is,† â€Å"There are,† or â€Å"It is.† Before: â€Å"There are many factors in the product’s failure.† After: â€Å"Many factors contributed to the product’s failure.† 9. Eliminate Prepositional Phrases Replace â€Å"(noun1) of the (noun2)† phrasing with â€Å"(noun2)’s (noun1)† phrasing. Before: â€Å"The decision of the committee is final.† After: â€Å"The committee’s decision is final.† 10. Reduce Wordy Phrases to Single Words Replace phrases that signal a transition with simple conjunctions, verbs, or other linking words. Before: Due to the fact that the project is behind schedule, today’s meeting has been postponed. After: Because the project is behind schedule, today’s meeting has been postponed. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsBest Websites to Learn EnglishComma After Introductory Phrases

bicentennial man essays

bicentennial man essays In ESL we were given a task by the teacher, to write about a movie called bicentennial man. I learnt about the meaning of life, how robots work and the emotions. Bicentennial man is a robot called Andrew who is played by the actor Robin Williams. He slowly becomes human over 200 years, and is an independent android and wants freedom he also wanted to find out about a life of a human being. With the help of little miss age seven Andrew begins to discover what it truly means to be a human being. And with the help of the scientist Andrew transforms himself into a living, breathing, eating and yes, farting, human being. Andrew was bought by Martins family as a home helper. Every family had their own robot, but Andrew was a different to other robots. He has human character that allows him to think independently and experience human feelings and emotions. His mission was to understand the nature of humanity which leads him to look for the freedom to live independently. He was programmed to perform basic tasks but who displays uncharacteristically human emotion curiosity and creativity. Miss sees him as an uninteresting simple appliance, common in the homes of her friends. Little Miss thinks he's a bit scary. She, of course, has nothing to fear as the first law of robotics states, "A robot may not injure a human being, or, through inaction cause a human being to come to harm." Through the years, then decades, Andrew achieves a degree of renown for creating and selling his exceptional works, all the time watching as the family he has become so much a part of grows up ... and grows old. It makes Andrew more aware of how different he is, and in his uniqueness, how alone he is. ...

The Four Seasons in Spanish

The Four Seasons in Spanish Most of the Spanish-speaking world speaks of four seasons of the year (estaciones del aà ±o), just as in English: el invierno - winterla primavera - springel verano - summer (Another word for summer, el està ­o, has mostly literary use.)el otoà ±o - autumn or fall As in English, seasons are deemed to begin and end in a formal sense on the years longest and shortest days. For example, summer begins around June 21 in the Northern Hemisphere but around Dec. 21 in the Southern Hemisphere. But in a popular sense summer can also be thought of as including the hottest months, typically June, July, and August in the Northern Hemisphere but December, January, and February in the Southern Hemisphere. In much of the tropics, however, just two seasons are recognized locally: la estacià ³n lluviosa - rainy season or wet season, which can also be called inviernola estacià ³n seca - dry season, which can also be called verano When To Use the Definite Article With Seasons The definite article (el or la) is almost always used with the names of the seasons. In many cases, it is used where it isnt in English: La primavera es la à ©poca del aà ±o en que se manifiestan ms evidentemente los procesos del nacimiento y el crecimiento. (Spring is the time of the year in which the processes of birth and growth are most evident.)El otoà ±o me parece abrumadoramente triste. (Autumn seems overwhelmingly sad to me.)El verano se acerca. (Summer is getting near.)No tengo algo para hacer durante el invierno. (I dont have anything to do during winter.) The same rule applies in the plural form: Los veranos de la ciudad nos traen grandes conciertos. (Summers in the city bring us great concerts.)Me encantan los colores brillantes de los otoà ±os de Nueva Inglaterra. (I love the brilliant colors of New England autumns.)No me gustan los inviernos. (I dont like winters.) Determiners such as este (this) and un (one) can substitute for the definite article. The names of the four seasons are typically used with definite articles in Spanish.Spanish speakers in the tropics often refer to two seasons, the rainy and dry seasons.It is common to use de season to speak of the seasons in adjective form. When You Dont Need the Definite Article The definite article can be omitted (but doesnt have to be) after forms of the verb ser and the prepositions en and de: En verano debemos cuidar el pelo con productos diseà ±ados para esta estacià ³n. (In summer we should take care of our hair with products designed for this season.)Los colores de primavera son muy llamativos y bonitos. (Spring colors are very intense and pretty.)Ya era otoà ±o en Parà ­s. (It was already autumn in Paris.) Etymology of the Seasons Names The main names of the four seasons in Spanish all come from Latin: Invierno comes from hibernum, which is also the source for hibernate.Primavera is related to primera (first) and ver (to see), because it is the time of year when it is possible to first see new life.Verano comes from veranum, which in Latin could refer to either spring or summer.Otoà ±o comes from autumnus, the source of the English autumn. Adjectival Forms Most of the time, the equivalent of adjectives such as wintry and summery can be translated  by combining the name of the season with de to create a phrase such as de invierno and de verano. There are also separate adjectival forms that are sometimes used: invernal (wintry), primavernal (springlike), veraniego (summery), and otoà ±al (autumnal). Verano also has a verb form, veranear, which means to spend the summer away from home. Sample Sentences Referring to Seasons Cada primavera, las ms de 200 especies de plantas con flores que hay en el parque crean una brillante exhibicià ³n. (Every spring, the 200-plus species of flowered plants in the park create a brilliant display.)El otoà ±o es un buen momento para visitar Mà ©xico. (Fall is a good time for visiting Mexico.)La estacià ³n lluviosa dura en el interior del paà ­s desde mayo hasta octubre. (The rainy season  lasts in the countrys interior from May until October.) ¿Cunto costar esquiar en Chile este invierno? (How much will it cost to ski in Chile this winter?)Los dà ­as de verano son largos. (Summer days are long.)El riesgo de incendios forestales de la estacià ³n seca supera este aà ±o. (The risk of forest fires in the dry season will increase this year.)Era un verano involidable. (It was an unforgettable summer.)El otoà ±o en Japà ³n es el clima ms agradable del aà ±o. (Autumn in Japan has the most pleasant weather of the year.)

Father and Son Relationships Essay Example | Topics and Well Written Essays - 1000 words

Father and Son Relationships - Essay Example Psychologists argue that a good coach introduces specific skills at certain period, for example they say an athlete boy’s skill windows reside between the age of nine to twelve (9-12) because it is during this time that the boy’s body is developing the required enzymes and hormones. It is argued that if speed is not trained at this appropriate skills window then the child will never be in position to run as fast as they could as they grow to adulthood (Thompson 34). Basing on this argument, it is clear that for boys to learn their male roles, get role models and grow up to adulthood without social troubles, then they require closer mentorship from their father, coaches and teachers. According to Dr. David Popenoe, who is a sociologist, the involvement of father to bring up a boy child bring positive benefit to the child that no other person is as likely to convey. In this respect we cannot underestimate the father role in child outcomes, including cognitive ability, soc ial behaviour, psychological well-being and achievement in education. Young boys who have a caring father have better educational outcome, psychologists argue that such boys have higher IQs with good linguistic and cognitive capacities (Popenoe 56). Boys brought up by involved fathers at most begin going to school with better level of academic readiness and are said to be more patient with abilities to handle stress and frustration connected to schooling more readily as compared to those children with less involved fathers or coaches ( Pruett 41). According to (Goldstine 19), this father’s influence in academic achievement is carried by the boys into adolescence and young adulthood, hence making them take up male roles and avoid some troubles like drug abuse and unnecessary sexual activities. The young boys whose fathers is involving are better placed to be emotionally secure, always confident to explore their surroundings and in that process they grow older having good socia l links with peers. The probability of such boys getting into trouble at home, school or in the neighbourhood is minimal. (Lamb 42) Such boys are more sociable and popular among others. The coaches, teachers and at most father’s day to day interaction with young boys learn how to regulate their feelings and behaviour, they can study how to deal with their aggressive impulses and physical contact devoid of losing control of their emotion (Parke 109). Independence is an important virtue to any man. However, most men lack it and that is why they are always in trouble with their peers, teachers, employees among others. It is important to argue that since fathers often push for achievement, a child brought up with full involvement of a father coaches or teacher will grow up more comfortable as he explore the world around him and more likely to exhibit self- control and pro-social conduct hence independence. Most adult men in the world today are dying of depression; this has a dire ct link to father-child relationship. Psychological research has shown that young boys who grow up with close attachment to the father or coach are less likely to experience depression, exhibit disruptive behaviour, lie, instead will exhibit pro-social behaviour therefore they will avoid drugs, violence and other

Land Law Essay Example | Topics and Well Written Essays - 1750 words - 1

Land Law - Essay Example Part of the agreement signed with the tenants reads that he is not intending to create a tenancy. However, Peter signs documents detailing his relationship with the new occupants of the flats. He then considers selling the townhouse, and gets a suitable buyer in Joan. For Joan to purchase the townhouse, matters of the relationship between Peter and the current occupiers of the house are vital and she must evaluate them conclusively, concurrently projecting patterns of actions in view of legal inhibitors and enablers. In this paper I have looked deeply into the relationship between Peter and the existing tenants of his property, in order to establish whether, indeed, there is no effective tenancy agreement between him and the â€Å"occupants† as the agreement detailing their relationship deemed. Further, details of the types of tenancy available to Peter at the time he signed the agreements with the tenants and the implications they have are discussed. The fact that the townhouse is a freehold puts to rest any matters about eligibility of the sale, especially considering that no details of mortgages/ loans, or joint ownership are provided. Such matters would likely complicate the sale process. To begin with, Joan needs to study and establish the legality of the agreements signed between Peter and the present occupiers of the house. But before she can recover any documents from the seller, she has substantial background to base her claim to either evict or not to evict the tenants. In this part, I have provided enlightening notes on the types of tenancy available to the present occupiers, and the implications of each to the buyer in her pursuit for their eviction. In the pursuit of her right to evict the tenants, Joan needs to understand the types of tenants that she will be dealing with, and how much protection they have under law. In establishing whether a tenancy really exists between a

I am Noticing Essay Example | Topics and Well Written Essays - 500 words

I am Noticing - Essay Example I am noticing that the day has started for some of my neighbors as well. I can hear their gates opening up as they prepare to leave for work or go to school. The smell of bacon permeates the air as their front doors open to let them out.     I am noticing that most of my neighbors come out of their homes during the early morning hours dressed only in their robes as they take out the trash and pick up their daily newspaper delivery.I am noticing that some of my neighbors stop to chat with the other early risers who are now walking their dogs or jogging with their dogs running alongside them. They seem to be highly friendly with each other. Sharing a laugh now and then.I am noticing that the student planes from the nearby flying school start their classes quite early. The sun is barely up and already there are student planes flying overhead. You cannot miss them, the drone of their engines are the unique sounds that one can hear this early in the morning.I am noticing that my dog i s unusually active as well. She is barking really loudly as I sit here in the garden. It makes me wonder if the dog wishes to join me in my quest to observe my surroundings this morning.I am noticing that the sound of the cars on the highway are not as loud this morning. Perhaps the early morning weather has made the drivers too lazy to get out of bed. Whatever the reason, there does not seem to be a traffic pile up in the streets this morning.I am noticing that the children are starting to come out into the neighborhood street with their toys. Ready to play and have a good time while they still can. Their parents will call them back to the house soon, they need to get ready for school.I am noticing that my mother has also gotten out of bed. I can hear her moving about inside the house, she will want me to prepare her morning coffee soon. But for now, she sounds like she is watching the early morning news program on TV.  

The Secret Loin and The Rocking Horse Winner Essay

The Secret Loin and The Rocking Horse Winner - Essay Example This paper talkst he first story told about the importance and need to represent myself and my thoughts. Importantly, the second story, guided to avoid being too much greedy because it thrills but it kills in the long run. The second story also guided to think money as a tool of living. The objective of one’s existence should be to enjoy the life because believe it or not humans get only one go around in this world and therefore, it is people’s duty and responsibility to stop worrying about the future and initiate to live in the present. The present moment is what we all got and we can either enjoy it or waste it. In the paper we can find out the description of the first story. The story entitled â€Å"The Secret Loin† discussed two characters, whom were bored with exactitude of the routine. They were basically studying at Junior High School and there they were not permitted to have a conversation with anyone. They were expected to take classes and go home without thinking for a moment during the entire day. The thinking is the process that is the most difficult act for human beings. Most of the humanity wants to execute predetermined stigmata and manage the old routine The story at hand depicted a human urge and need to say what they want to say. This paper says that the second story with the title of â€Å"The Rocking Horse Winner† is written to tell people that unjustified greed and longing for the money is going to kill. The story attributes an anxious mother who wants to make money all the time. Furthermore, she is always worried and has a habit of blaming others for her own troubles. Paul is the name of the abovementioned mother’s son and he is told by her that she is miserable because of his father’s unluckiness. She also told him that luck is important, due to its ability to attract money. Paul in the vague of making a lot of money starts betting on horse races. Finally, with the help of Bassit and Uncle Oscar, Paul initiated to make money big time. But, one day while riding his rocking horse he fell and contracted an incurable brain disease and

Considering Divorce- Smart Marriges Essay Example | Topics and Well Written Essays - 500 words

Considering Divorce- Smart Marriges - Essay Example Having been into a relationship with eight men so far in her life, Julie was able to make a checklist against which she would assess the qualities of men in the future. The one scoring full would be eligible to take her hand in hand. The list goes as follows: 1. He would be established in his life with a business worth at least $2 million 2. He would not have been into any relationship before meeting Julie 3. He would not be into a relationship with any woman in addition to Julie 4. He would love Julie by heart and would never leave her 5. He would not see his parents more than twice a year and would not spend more than twenty four hrs with them in the whole year 6. His love for Julie would not be driven by lust 7. He would love Julie for her personality rather than her body 8. He would be virgin †¦.and the list goes on! One day, Julie met Ben. Ben was from Holland and had come to Ontario for studies. Julie offered him to share her apartment. After spending a year with him, Juli e found Ben scoring full in her checklist. She had waited for so long for the right person to come into her life and there she had him. Julie had spent more than half of her youth in her search of the right man. At the age of 38 years, she resolved to marry Ben. But it only took Julie three days after marriage to file a case for divorce.

Mutually Assured Destruction Research Paper Example | Topics and Well Written Essays - 3000 words

Mutually Assured Destruction - Research Paper Example Their own children fought the first man versus man battle with Abel as the first human casualty. From then onwards, from the Book of Genesis to the Book of Revelation, every chapter exposes the wars human beings have had to win. On the other hand, the theory of evolution paints an even more difficult birth for the human kind. It is survival of the fittest. Perhaps the Homo sapiens specie is indeed the fittest because it had survived the tests of time and nature. Sadly though, we did survive millions of years of evolution only to stand at the brink of total annihilation on our own hands. Apparently, Armageddon would come not through the Beast of the Book of Revelation or through a colliding giant asteroid. Contrary to the prophecies of prophets and filmmakers, the end of days would be brought by the beast of man called nuclear weapon when the interests of the world’s powers collide. Worse, there is no need for a world war three in order for the world to be in chaos. All it need s is a war between two nuclear superpowers and the earth will stand still, or whatever is left of it. War in this day and age is unthinkable but we need to think about it. War in the twenty first century is simply mad. Well, as a matter of fact, it is MAD. This paper shall look into the theory of war called Mutually Assured Destruction (MAD) and its role in the World War I, World War II and the Cold War. Moreover, this paper shall explore into the future of weapons and war in light of the technological advancements of our time. The MAD Theory When John F. Kennedy took over the reins on January 20, 1961, he declared in his inaugural address: "Let every nation know, whether it wishes us well or ill, that we will pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty.† Essentially, this was a confirmation that from then onwards, the USSR will never catch up on the mighty USA. The government will do everything in its power and utilize all available resources to ensure that the USA shall remain the world’s guardian of democracy and anyone who chose to disagree and oppose shall feel its power. True to his words, the President brought in Robert McNamara from the business sector to help him pound the competition and ensure its monopoly on world power. And McNamara managed the Department of Defense like he would a multinational company – always with a sharp eye on profit and always calculating the odds with the aid of cost-benefit analysis. The US developed more products that would be a big hit in the world market (read: weapons that would destroy the world). And the business of war was indeed good. President John F. Kennedy’s Secretary of Defense Robert McNamara introduced the world to the concept of Mutually Assured Destruction otherwise known as simply MAD. In his own words: â€Å"Mutual Assured Destruction is the foundation of deterrence†¦ If you want a stable nuclear world†¦ it requires that each side be confident that it can deter the other. And that requires that there be a balance and the balance is the understanding that if either side initiates the use of nuclear weapons, the other side will respond with sufficient power to inflict unacceptable damage. Mutual Assured Destruction. So Mutual Assured Destruction is the foundation of stable deterrence in a nuclear world. It's not mad, it's logical.† (Interview) Robert McNamara is credited with the doctrine of Mutually Assur

Considering Divorce- Smart Marriges Essay Example | Topics and Well Written Essays - 500 words

Considering Divorce- Smart Marriges - Essay Example Having been into a relationship with eight men so far in her life, Julie was able to make a checklist against which she would assess the qualities of men in the future. The one scoring full would be eligible to take her hand in hand. The list goes as follows: 1. He would be established in his life with a business worth at least $2 million 2. He would not have been into any relationship before meeting Julie 3. He would not be into a relationship with any woman in addition to Julie 4. He would love Julie by heart and would never leave her 5. He would not see his parents more than twice a year and would not spend more than twenty four hrs with them in the whole year 6. His love for Julie would not be driven by lust 7. He would love Julie for her personality rather than her body 8. He would be virgin †¦.and the list goes on! One day, Julie met Ben. Ben was from Holland and had come to Ontario for studies. Julie offered him to share her apartment. After spending a year with him, Juli e found Ben scoring full in her checklist. She had waited for so long for the right person to come into her life and there she had him. Julie had spent more than half of her youth in her search of the right man. At the age of 38 years, she resolved to marry Ben. But it only took Julie three days after marriage to file a case for divorce.

Lifestyle Essay Example | Topics and Well Written Essays - 500 words

Lifestyle - Essay Example The Spanish way of life is to work hard and party harder which is living it up as we would call it. This reflects in the people of Spain who as studies have shown are a happy crowd, where the people are content without having to extend their daily life to fit in more than is necessary. The weather can be one of the reasons for this laid back lifestyle that has become a part of their culture. It becomes quite difficult to work in the sweltering heat which is why life usually starts after the sun goes down in summer. Everything about Spain would spell holiday for someone who is not used to the culture. The music, dance and food are vibrant and can keep you on a high for as long as you are on a holiday. It could be contagious and make people wish for more. The country itself has an endearing history and background which entices people to leave their homes for this lifetime entertainment. Of course for a person who is from a hi-tech city and one who lives to work would be taken by surprise by the Spanish lifestyle. The amazing family ties which are quite enviable are one of the advantages of the Spanish culture. Children are brought up in a well knit family and are usually the focal point of attention. This is what is lacking in the outside world today where the parents do not have the time to devote to their children. Whereas in Spain time spent with the family is considered of utmost importance and then comes work and pleasure. Invariable the lifestyle becomes healthier and contended. Spain’s culture and society helps you build stronger communal ties and excellent social skills. You cannot help but become friendly in nature unless you want to be the sore thumb in the society where the people are open minded fun loving and friendly and chatting up with someone on the way is a casual occurrence. You have the chance to develop other talents that you

Setting of Observation Essay Example for Free

Setting of Observation Essay A specific area in a large park. 2:10: Two (2) women stood beside a picnic table over which was covered with a blue plastic tablecloth. They put their purses beneath the table to the far right hand side leaning against the leg. One (1) woman placed rocks at each corner of the tablecloth so it would stay in place. She joked that the weather could be unpredictable. She asked the other woman if she thought they might need extra chairs. She called the woman by name (Susan; I later learned the other woman’s name was Nancy). Susan said that they could decide that later, depending on how many children showed up for the party, and if needed, she had extra chairs in back of the van. Susan went to the van, and returned within a minute carrying two plastic bags. In each bag were two litter bottles of No-name Cola. She placed them on the table, wiped dust from the plastic bottles with her hand. She said that she saw a television documentary that stated pop bottles were sources of germs. â€Å"Especially the small cans,† she explained. â€Å"You should always clean the entire top. † Nancy listened, but did not respond. Instead, she said she would go to her car and get the â€Å"other stuff†. She asked Susan if the cake would be all right left in her car, or if it would melt, because it was very warm outside. Susan said, â€Å"We should have brought a cooler. † After discussing this, they decided that since Nancy’s car was parked in the shade, it should be okay. Nancy went to her car, sat in the driver’s side and lit up a cigarette. She put the window down half way. Susan glanced over at Susan in her car, frowned, then sat down at the picnic table. There was a squirrel in a tree nearby, making noise. Susan looked at the squirrel and said, â€Å"Don’t have anything for you, little guy. † About eight minutes later, Nancy returned to the picnic table, holding a square, cardboard box in her arms. She put the box on the table and withdrew an unopened bag of whistle blowers, a bag of balloons, and cut pieces of string. She said she had grab bags in the box for later, as well as surprises, Styrofoam cups, paper towels, and Band-Aids if needed. 2: 24: Both women began to blow up eight balloons of various colors, and attach string to each one. There were still balloons left in the bag. Nancy said, â€Å"I think this is enough. † She laughed. Both women tied each balloon to nearby tree limbs. One balloon got away. Susan chased after it, then attached it to a tree. When this was completed, Nancy put the opened bag of balloons in her purse, closed it and put the purse back in place. Nancy said, â€Å"Krista should soon be here. † She looked at her watch. Susan said, â€Å"Hope she knows what park it is. † Susan assured Nancy that Krista had been to this park on a number of occasions. Susan withdrew a cell phone out of her sweater pocket, just as a silver van pulled in. Susan put the cell back in her pocket. Both women took a few steps forward toward the van. 2: 38: Six (6) children burst out of the van. All the children yelled â€Å"Surprise! † The children then ran toward the picnic table. There were five girls and one boy. One (1) child, a girl, who looked to be about eight years old, hugged Susan. She said, â€Å"I had a feeling about it. Where is my cake? † Susan said, â€Å"Oh, you’ll get it in a bit. Happy Birthday! I’m ordering some pizza first. † The child clapped her hands. Two other girls (2) came up to the Birthday girl, and the three (3) girls went to look at the balloons in the trees. The one boy sat at the picnic table. He said he didn’t like girl parties. Susan rubbed his head and laughed. She said that’s how it was to be a little brother. † The boy folded his arms and asked when the pizza would arrive. Susan and Nancy sat at the picnic table. Krista called the children together and said they would play a game. Nancy got up to help. Susan and the boy remained sitting at the picnic table. Susan took her cell phone out of her pocket, then stood up and walked a few feet away. Krista told the five (5) children that they would be playing a game. She said she would sing and then she would say freeze. She said that the child who was caught moving was out of the game. The game would continue until the last child remained. She said that the last child would get to pick out a prize from the box on the picnic table. Krista half hummed and sang, then yelled, â€Å"Freeze! † She pointed to one girl and said that she had moved. The girl said, â€Å"Au,† and stood away, still watching. This went on until the last girl was the winner. The winner went to the picnic table, and Susan moved the box close to her and told her to shut her eyes. The girl did so, and withdrew a small white bag with the words ‘Happy Birthday’ decorated on it. The girl ripped the bag open. The contents of the bag were a pencil and sharpener, a bag of candy, a small red yo-yo, a movie certificate. Nancy came over to the table, and explained that ‘Ashley’ had picked the wrong thing. â€Å"That’s the grab bags, not the prizes! † Ashley asked what the movie certificate was for. Susan said that she had hoped all the girls would go to a movie soon. The other four (4) girls saw what Ashley had and stood around her. â€Å"This is the surprises? † One girl asked. Susan explained that they were the grab bags and there was a mistake. She said they all would get one later. She then took the grab bags out of the box, took out a bag and instructed Ashley to put her hand in and pick something. She chose a Hannah Montana lanyard. She said, â€Å"Oh, I love Hannah Montana! † She showed it to the other girls. 2: 57: Krista asked if they wanted to play another game, a scavenger hunt. The girls all said yes. Krista said that the first person to find the items would be the winner, and that they should work in pairs, or threes. Krista said they were to find a pine cone, a feather, a pretty rock, and something unusual. She said that they had twenty minutes and the winner would be the team who found the most. She said that they were not to go far, and that in twenty minutes, she would holler out to them to come back. The boy decided he wanted to play, too, and the six children went into the woods. When they were gone for five minutes, three large pizzas arrived. Susan said that was a fast delivery. She paid the delivery person who was a young man, and gave him a five dollar tip. She thanked him, and he left, getting into a car. Nancy put out Styrofoam cups, and said to Susan that Krista should call the children back before the twenty minutes were up, so the pizza wouldn’t get cold. Krista shrugged. Susan said that the kids wouldn’t care if the pizza was warm, and that it wouldn’t get cold that fast. The three (3) women sat at the picnic table saying very little to each other. Then Nancy went to her car and lit another cigarette, while Nancy and Krista watched her. 3: 07: Nancy finished her cigarette, and said to Krista, â€Å"Just call the children now. They can continue their game after they eat. † Susan said that would be best. Krista got up from the picnic table and yelled for the children to come back now. She yelled, â€Å"Pizza’s here! † 3:09: Four (4) of the six children returned, some of them holding objects like a rock, a feather, sticks. They put their scavenger hunt treasures on the ground in separate gatherings, then went toward the pizza. Susan said they had to wait until the other children returned so they would all eat at the same time. 3:10: Krista said she would go into the woods to find the other two (2) children. Nancy poured pop into Styrofoam cups, and said they could have a drink while they waited. 3: 13: Krista came back with the two (2) children running ahead of her. The children dropped what they had collected and went toward the table. Susan said they would need more chairs. While Susan went toward her car, Nancy said that they had forgotten plates. She said they would have to eat off of paper towels. Observation No: 2 Specific store in a shopping mall: The store owner, Mrs. Peach, operates a boutique selling eclectic wares that include aromatherapy and other items designed for personal well-being. She also sells a small amount of clothes that have new age symbols on them. 11:05: Mrs. Peach put dust cleaner on a cloth, and wiped down her counter, which is made of wood. She then cleaned the sides of stands. She adjusted her sign near the entrance that said ‘50% off Today’. She looked at a few people walking by and smiled at them. A woman from the next store came up to the entrance, and began talking with Mrs. Peach. She kept folding and unfolding her arms as she spoke. She said, â€Å"Even for a Monday, you’d think there’d be more than this around. † Mrs. Peach said, â€Å"I know. With the holiday and all. † The woman then began to tell Mrs. Peach about her niece who was recently married. She described the wedding, said the cake was just beautiful. She said that she didn’t care for her niece’s husband, but that she would probably warm up to him in time. Mrs. Peach nodded. She kept looking beyond the woman. A man walked by, and the woman stopped talking. They both watched him go into the La Chateau store. 11:15: Two (2) customers, a man and a woman, came into Mrs. Peach’s store. The woman she’d been talking with went back into her store. Mrs. Peach greeted them with a smile. She said, â€Å"Can I help you find something today? † The woman said, â€Å"It smells nice in here. † Mrs. Peach said it was an oil that she puts into a tiny dish. She said she would like to burn oil, but the rules of the mall prevented her from doing that. The man didn’t say anything. He just stood beside the woman. The woman then asked Mrs. Peach if she sold vitamins. Mrs. Peach said that she didn’t, but she could recommend a naturalistic store across town. The customer asked the name of this store. Mrs. Peach told her, adding that it was next to a grocery store, and easy to find. 11:18: The customer said she would like to browse. Mrs. Peach said, â€Å" If you have any questions, let me know. † Then Mrs. Peach went to a clothing rack that held long gown dresses. One of the hangers was faced the opposite way from the others. Mrs. Peach fixed it so it would be presented correctly. Mrs. Peach went behind the cash counter and straightened some papers, and turned on a stereo. Soft new age music could be heard. She adjusted the volume, turning it down slightly. 11: 22 The woman customer stopped at the aromatherapy stand, and began smelling the bottled testers. She asked Mrs. Peach if the oils could be used as perfume. â€Å"No, they’re not diluted enough for that. It could bother your skin. We can make perfumes, however, even mix scents you like. † The customer said that she especially liked the mint smell. Mrs. Peach said she liked it, too. She said it was invigorating, and smelling it gave energy and cleared the mind. Mrs. Peach held up another bottled tester. She said, â€Å"You might like this one, too. It smells like nature. † The woman held it and read aloud the name of the oil which was called ‘A walk in the Forest. ’ She asked the man with her to smell it. She asked him if he liked it, and he said, â€Å"I guess it’s all right. † The customer gave the bottle back to Mrs. Peach who put it back beside the other testers. The customer picked up the mint smell again, and put it close to the man’s nose. â€Å"Do you like this one better? † she asked. He said that it was okay. Mrs. Peach chuckled and said that scents usually only appealed to women. The customer smelled three more scents. Mrs. Peach went to the counter, then returned with a bowl of coffee and said, â€Å"Smell the coffee between smelling the oils. It will help you not mix up the scents. † The customer smelled the coffee, then continued to smell the testers. After a few moments, the customer told Mrs. Peach that she’d like a bottle of the mint oil, and Mrs. Peach brought a sealed bottle it to the counter. The customer paid for the bottle. She said she didn’t need a bag as she would put it in her purse. Mrs. Peach said â€Å"Thanks for coming in. See you next time. † The customer left the store 11:40: The phone rang. Mrs. Peach answered it. She said, â€Å"Thanks for calling Sun and Moon, Laura speaking. † She said, â€Å"Yes, we do,† and â€Å"Anywhere from ten to twenty five dollars,† and â€Å"We close at six today. Look forward to seeing you. † Mrs. Peach put the phone back in its cradle, looked under the counter, then stood up again. 11:41: A woman walked into the store and went toward Mrs. Peach. Mrs. Peach said, â€Å"Not much business here today. Might pick up after lunch. † Mrs. Peach then told the woman that since there wasn’t much business, she could use the opportunity to straighten and clean the store. She said that had already done a little dusting. She pointed to the 50% sign, and asked if the woman could try to keep it straight, as it kept falling to one side. The woman said she would try. The woman said, â€Å"Can I go to the bathroom first? I’ll be quick. † Mrs. Peach said, â€Å"Sandy, your shift doesn’t even start until noon. † They both laughed. Sandy, an obvious store employee left the store, said hello to the woman in the next door and went toward the bathroom. 11: 43: Mrs. Peach took her purse from a shelf under the counter, and put it on the counter. She took out a tube of lipstick and put it on her lips. Using her thumb and forefinger, she wiped the edges of her mouth. She took out a little mirror and examined herself. A man came with a delivery for Mrs. Peach’s store. It was three (3) boxes. She told the man to put them beside the counter. The man did so. He asked Mrs. Peach to sign for the delivery, and she did. Then Mrs. Peach said than you, and the man left. Mrs. Peach tore off an envelope that was attached to one of the boxes. She put the envelope beside the cash register, then reached for a paper cutter knife. She used it to cut the tape off one box, then put it on the floor. She looked inside the box. She picked up a small square pillow that was embroidered with the word ‘Peace’. Mrs. Peach smelled it, then put it back in the box. Then she withdrew a bag that held colorful rocks. She put the bag on the counter. 11:48: Sandy, the employee woman came back from the bathroom. She said, â€Å"Oh, new stock. Great! † Mrs. Peach said, â€Å"We finally got our stones. † She instructed the woman to do her best to put out the stock. Then she took her sweater, put in on and said she was leaving, and that she was starving for lunch. She said, â€Å"Call if there’s a problem. Bye. † Observation 3 Classroom Setting: 1: 30: The French teacher, Miss Horne waited by the door for the next class of students to arrive. The hall was noisy. Children were laughing and talking loudly. They came into Miss Horne’s grade four class, some of them running. Miss Horne waited until all the children were inside, then stood at the front of the room. Most of the children settled down, but two (2) boys kept laughing and talking. Miss Horne said, â€Å"You two want extra work? † They smirked, but stopped their noise. She said she would give the class five minutes to be quiet before they began. 1:34: Miss Horne went to the board and said, â€Å"We’re going to review what we’ve been learning about the last few days. Can anyone remember what that is? † A girl put up her hand. Miss Horne nodded to her. â€Å"Names of animals,† the child said. â€Å"That’s right,† Miss Horne said. â€Å"Let’s see how much we remember. Turn your brains on. † The children laughed and some made a key turning action with their fingers on their heads. Miss Horne said, â€Å"Now then. You must answer in French. What kind of an animal goes, â€Å"Hiss, me-oww. † Several of the children yelled out, â€Å"La Chat! † Mrs. Horne told them that they had to put up their hands. Most of the children then put up their hands, but she didn’t choose any of those children who had called out. She picked a girl in the front row. The little girl said, â€Å"La Chat. † â€Å"Very good, Nakita,† said Miss Horne. She wrote the words ‘La Chat’ low on the board. A boy put up his hand. â€Å"Yes, Paul†, Miss Horne said. The boy said that his mom said they would be getting him a kitten. Mrs. Horne told the boy that was wonderful. Then she asked him, â€Å"Now can you tell me what animal you often find people walking in the park? † 1: 37: Paul said, â€Å"Cats? † The (2) two boys who had been causing trouble at the beginning of class laughed and gave each other a high five. Paul yelled, â€Å"Shut up! † It looked like he was about to cry. Miss Horne walked to where the two boys were sitting. She told them that they were being very rude, and very disrespectful to interrupt their class for other students who were interested in learning. She added that she would be sure to tell their homeroom teacher about how they had misbehaved. She asked the boys if there was anything they wanted to say to Paul. One boy said, â€Å"I’m sorry. † Miss Horne said he needed to say what he was sorry for. The boy said, â€Å"I’m sorry, Paul, for laughing at you. † Then she asked the other boy if he had anything to say, and he said he, too, was sorry for laughing at Paul. Miss Horne told one boy to sit in an empty seat on the other side of the room. Then she told a girl to switch seats with the other boy, so they would be separated. She told the entire class if there was any more foolishness, she would be calling parents. 1: 46: She went to Paul’s seat, and told him not to pay any attention to them. He said okay. She went back to the board, hesitated, then said, â€Å"Who would like to do the teacher a favor? † Lots of hands went up. She walked around the class for several moments, looking at the students closely, in a fun fashion. Then she went back to the board and said, â€Å"I don’t want any talking. Neil, come on up here. † He went near her, and she whispered in his ear. He drew a bird on the board. Miss Horne said, â€Å"What a great drawing. Boys and girls, who can tell me what this is in French? Several hands went up. She said, â€Å"What is it, Rayden? † He said, â€Å"oiseau†. Miss Horne said, â€Å"Real close. Want to try again? † Rayden thought about it, then said, â€Å"L’oiseau? † Miss Horne gave a little clap with her hand. â€Å"Great going, Rayden. † 1:51: There was a knock at the door. Miss Horne went toward it, then opened it. It was the secretary from the principal’s office. The secretary asked if she could talk to Miss Horne for a few minutes. They stepped outside the room, keeping the door open. They talked quietly. Ms. Horne stepped inside the class and said, â€Å"Miss Horne needs to take a phone call, and Mrs. Brown will stay here with you for a few minutes. Maybe she can read you a story. Mrs. Brown said, â€Å"Not a French one, I hope†. Miss Horne asked one of the children to pick out a book from the English shelf, and then the teacher left. Mrs. Brown sat down at a seat at the head of the room. Some of the children asked if they could come sit on the floor, because that’s what Miss Horne does. Mrs. Brown agreed, and all the students by her. The book was called, ‘Arthur Cluck’. She read to them, and they were very quiet and intrigued. 2:09: Miss Horne came back. She said it was okay if Mrs. Brown finished the book. She agreed, and Miss Horne went to her desk and sat down. 2:16: Mrs. Brown finished the book. â€Å"What do we tell Mrs. Brown, boys and girls? † They said in unison (Thank you, Mrs. Brown). â€Å"And thanks for watching the class,† Miss Horne added. Then she whispered, â€Å"I used the time to go to the bathroom, too. Thanks! † She turned to the class. â€Å"Looks like we didn’t get a whole lot done today. Let’s hope tomorrow will be better for us all. † Then she explained that they may as well do a little more of their review. She said, â€Å"What animal eats grass, weighs a lot and lives on a farm? † Someone said ‘horse’. She said that wasn’t it. Paul put up his hand and said, â€Å"An elephant. † Miss Horne said, â€Å"I guess it could be an elephant, but this animal goes, â€Å"Nayyy. † Paul chuckled and said, â€Å"a horse. † Miss Horne said she needed to hear it in French. Paul said, â€Å"That’s means un cheval. † She then asked the French names for other animals, including cow, pig, wolf, and goat. 2:27: Miss Horne said it was almost time to go back to their homeroom. She wanted them to clean up around their desk, and put their books away. † 2:29: Miss Horne said that she would walk the students back to their homeroom. She said, â€Å"Now use your hall voices, boys and girls. † They left together. Scenario 4: Inside a fitness center: 7: 21: Two(2) adult men, approximately 30 35, and a younger teenage boy, approximately 17, entered the gym. It was a fairly small gym. They began stretching their legs and arms, and talking among themselves. The youngest male said, â€Å"Dad, I don’t think I locked my locker. † His father told him that before they really got started, he should go and check, just in case. The boy agreed. He left. The father said to his friend, â€Å"Swear he’d forget his was, he’s so forgetful. God, kids today. † 7:22: The father sprayed the weight bench with a cleaner, one of many that were in the fitness center. He took a white towel, wiped down the bench, then put the cleaner and the white towel away (there was a bin for used towels and another for clean towels). 7: 23: They went toward the weights. The father suggested they do their usual routine. Then he lay on the bench, and his friend put a 130 pound weight in his grasp. He lifted the weight easily. He counted down from ten to one. Then he stopped and they talked for a few moments, and the other man took his turn at the weights. 7:33: The father’s son came back, and announced that he had indeed locked his locker. When the man did his weights, Shawn watched, then he also did three sets with a lower weight, while his father encouraged him. 7: 42: When Shawn finished, his father adjusted the weight bench so that it was on an incline. They each took their turns doing the weights this way. At one point, Shawn’s father’s friend said he was getting a cramp, and he said, â€Å"This is my last set for tonight. † He said he had to go to the bathroom. Shawn and his father sat on the bench. Shawn’s father told him about a story where a guy dropped the weight across his chest, and that he couldn’t get up, or barely move. He yelled out for someone to help him, and two (2) women each held an edge each. They lifted the weight, but then dropped it. The man’s ribs were broken and he could barely move. Shawn listened, his mouth opened. He said that he wasn’t sure he believed that. â€Å"You’re always making up stories, Dad. † A group of people, mostly women, went into a room. An instructor (1) came out and said, â€Å"Aerobics, last call. † Shawn said he thought they should go in, too. His father laughed and told him that he only wanted to go in because of the women, and part of getting fit was not letting anything distract you. Shawn rolled his eyes and said that he hoped there would never be a day when women didn’t distract him. Shawn watched the last woman go in, a slim woman about his age. He gave a low whistle only he and his dad could hear. 7: 54: Shawn’s father said that he wondered how his friend was doing. He said, â€Å"Maybe I should go check on Cal. † He told Shawn not to continue the weights until he came back. There were other men there who said they wanted to use that bench, and Shawn’s father said that was okay. Shawn said he would go and run on the treadmill until they returned. 7: 56: Shawn walked to the right where the treadmills were, along with stationary bikes and other equipment. Shawn walked around, and all treadmills were in use. He walked back to the weights, then returned again to the treadmills. 7: 58: A woman (1) noticed Shawn. She asked him if he was waiting for a treadmill. He said that he was. She said, â€Å"I’m almost finished. About five minutes more. Sign your name under mine. † Shawn said â€Å"Thank you,† then signed his name on a list on the wall. He walked around for a bit, then came back to wait. 8:02: The woman got off the treadmill, wiped it with a towel that was around her neck. She said, â€Å"It’s all yours,† and Shawn thanked her. He got on the treadmill, and adjusted it so he was at a fast walking pace. He did this for a few minutes, then increased the speed so he was jogging. 8:16: Shawn’s father and Cal came up to the treadmill. Shawn’s father said they couldn’t see him right away as he was the last one against the wall. Shawn asked Cal how he was doing, and Cal said, â€Å"Ah, it was nothing. Gas, I think. † Shawn slowed down the treadmill. He said, â€Å"Are we going to finish our sets? † Cal said yes, and Shawn stopped the treadmill pace and let it slow down. Then he got off, and sprayed it with cleaner and a white towel, then put the cleaning items away. 8:17: The three (3) went toward the weights, but the other men were still on the bench they were previously using. Cal said, â€Å"This isn’t our night. † He suggested they do lengths in the pool instead. The others agreed. But then Shawn said that he didn’t have his swimming trunks with him. The three of them laughed, shaking their heads. 8:20: Shawn said they should just go have a coffee somewhere. Cal said he was just going to go on home. They left the gym together.

Privatization of Public Utilities Essay

Privatization of Public Utilities Essay A National Government’s Decision to privatize It’s Public Utilities Introduction There has been a prevalent political agreement on improving-benefit effect of private governance in the last decades. More than $1 trillion revenues have been generated for the government on the sale of government-owned firms to private owners. Public executives nowadays evaluate privatization as a suitable tool to implement a rapid growth of promising product innovations, facilitate financial economy development and promote more efficient production technologies. However, substantial figures of firms across the world are still owned by government. (Aghion and Tirole, 1994; Ahmed and Ashutosh, 2008). Having mentioned the privatization benefits, why are there general impediments in the decision process from the government, prioritizing to privatize some firms over the others to private sectors? In answering this research question, certain firm’s political and financial-economy factors were investigated in the selection of companies for privatization. As supported by literature on private firm decision to go public, financial characteristics of firms that can probably influence the decision to privatize were recognized (Ansolabehere and James, 2007). Arguably, the sale of government owned firms can not only confide in financial-economy factors but also on political settlement and costs. However, Dixit and Londregan (1996) argued that privatization may be seen as a negative development by the public on the opinion of undemocratic shift of property owned by the government to private investors. This can result in the governing party losing its votes in such region. The position of political patronage in the decision to privatize was considered, such as; hiring decisions of government-owned firms can be influenced by politicians to favour supporters. Further to the evaluation of political and financial-economy effect on privatization, research was conducted on India Government. This country was used as a case study because it has a huge political competition among its political parties with multiparty democracy (Dinc and Gupta, 2011). This research contributes to the political and finance-economy literature by investigating privatization effects suggest that selection of companies for privatization are done randomly, but the result presented from Dinc and Gupta (2011) point out that privatization decision is probably endogenous to characteristics of the firm. The literature is structured as follows; Section one describes the political system in Indian along with its privatization. Section two, discusses the political and financial-economy factors that are possible to affect government decision to privatize its public utilities. While section three, presents the conclusion of this research. 1. Privatization and Indian Political System 1.1. Firms Owned by Government In Indian post-independence era, firms owned by government were justified by anxiety that projects that involve large investment and time-consuming gestation periods will not be awarded to private sectors. There was rapid nationalization of firms across all sectors between 1960 and 1991, which boost the formation of gross capital in firms owned by the Federal Government to 40% of the entire gross capital establishment in the market economy (Ministry of Finance, 1996). According to Ministry of Finance (2004), the wages of government companies’ workers are higher compare to private companies’ staff and overstaffed usually occur in government companies. For instance, federal government firms employed over 10% workers from various structured sector in 2003, and their wages were averagely double that of private sector (Panagariya, 2008). This huge difference in their wage recommends why government workers vigorously disagree with government decision to privatization. 1.2. Political System India has a legislative system where representatives are directly elected from 543 single member constituencies dispersed across 35 states, while the national government was formed by alliance of parties or political party that wins most of the constituencies. About 450 political parties participated in five elections to the federal government, held since the commencement of privatization program in 1991. These elections are 1991, 1996, 1998, 1999 and 2004. It is important to recognize the establishment of alliance among national political parties, before the commencement of election so as to inflate their probability of acquiring the majority (Dinc and Gupta, 2011). The Congress Party initiated the economic reforms that won the 1991 elections with the support of its allies and remain in as the ruling party until the 1996 election. After 1996 election, there were successive short-lived governments that later collapsed as a result of support deficiency from affiliated members (Dinc and Gupta, 2011). 1.3. Privatization Process In 1991, Indian created sweeping economic reforms which comprises of privatization and deregulations, as a reaction to balance payment crisis. 50 companies out of 280 nonfinancial companies that are owned by the Federal Government were privatized between 1991 and 2006. The decision to privatized list of companies was takes at the Cabinet level where every government produce its own list. The Congress government commenced the privatization in 1991, and later continued in 1999 by the BJP administration after a brief interruption by the successive government (Dinc and Gupta, 2011). Comparatively, privatization is not famously practiced in India unlike United Kingdom (UK) where almost all government-owned firms are been privatized such as British Gas, Transport for London (TFL), British Airport Authority. Since Congress and BJP parties have engaged in privatization, neither any of them as an intellectual obligation to privatization, as both parties have campaigned against each other using anti-privatization rhetoric (Dinc and Gupta, 2011). For instance, the Congress government were attacked by the BJP conservatives on privatization plans (Reuters News, 1992; cited in Dinc and Gupta, 2011), and eventually collide with the labour unions to protest privatisation (Reuters News, 1993; cited in Dinc and Gupta, 2011). In 2004, the Congress Party also campaigned against the BJP’s reform agenda, based on the platform of limited privatization, the Congress party won the election (Dinc and Gupta, 2011). 2. The Role of Political and Financial-Economy Factors in Privatization Decision 2.1. Financial Factors: Firm Size and Profitably Adverse effect could exist in the quality of companies that decide to publicized, if the issuers have more information than the investors about the company’s value (Leland and Pyle, 1977). According to Chemmanur and Fulghieri (1999), they argued that there is probability for adverse selection cost to be greater for both smaller and younger companies. This is backed by the result of Pagano et al. (1998), who suggested that smaller companies are not likely to be privatised. In the context of privatization, the methods of sales in a cross-country sample of privatised companies were compared together by Megginson et al., (2004). From his analysis, he finds that compared to private capital markets, big companies have the possibility to be privatized over shares sales to the public. 2.2. Political Factors Theoretically, Persson and Guido (2002) suggested that is likely for the politicians to target public funds to important constituencies with swing voters to succeed in elections. Experimentally, Dahlberg and Johansson (2002) shows that allowance allocation in Sweden is intense in constituencies with more swing voters, and research shows that French companies that are politically associated create additional jobs in politically aggressive constituencies (Bertrand et al., 2007). Shleifer and Robert (1994) argued that interference in the operation of companies by politicians is a major cause of inefficiency in companies owned by the government. Conclusion Since most privatizing governments sell companies, owned by the government over time or not at all, we investigate if political and financial-economy factors as well as political objectives are likely to affect government decision to privatized its public utilities. Using Indian as an exemplification, government owned companies which comprises of companies that remain fully government owned and privatized companies were investigated. Although privatization advantages like efficiency developments are distributed across the community, the costs are probably to be distinctively intense among a small group. Therefore, the voter’s support could be declined for the governing party in constituencies where the company is located. Similarly, the public may have negative opinion on privatization as a diverging transfer to public utilities or assets to private investors. The adverse reaction on outcome of elections in that constituency will be increased if the ruling party encounter a close race with the other political parties. Finally, the research suggests that selection of companies for privatization is not by chance. Accepting political contest as a tool for privatization decision, the sale of companies owned by the government was found as a facilitator to significance development in efficiency as well as profitability of these companies. References Aghion, P., Tirole, J., 1994. The management of innovation. Quarterly Journal of Economics 109, 1185–1209. Ahmed, S. and Ashutosh, V., 2008, Battles half won: The political economy of India’s growth and economic policy since independence, World Bank Working paper No. 15. Ansolabehere, S., and James S. J., 2007, Party control of state government and the distribution of public expenditures, Scandinavian Journal of Economics 108, 547– 569. BÂ ¨os, D., 1991. Privatization: A Theoretical Treatment. Oxford University Press, Oxford. Chemmanur, T. and Fulghieri, P., 1999, A theory of the going public decision, Review of Financial Studies 12, 249–279. Department of Disinvestment, 2007. Evolution of Disinvestment Policy in India . Government of India. Available at: http://www.divest.nic.in/evolutionp.htm.> Dinc, S. and Gupta, N., 2011. The Decision to Privatize: Finance and Politics. The Journal of Finance, LXVI(1), pp 241-269. Dixit, A. and Londregan, J,. 1996, The determinants of success of special interests in redistributive politics, Journal of Politics 58, 1132–1155. Gupta, Nandini, 2005, Partial privatization and firm performance, Journal of Finance 60, 987–1015. Leland, H. and David P., 1977, Informational asymmetries, financial structure, and financial intermediation, Journal of Finance 32, 371–387. Ministry of Finance, Government of India, 1996, Economic Survey of India (Government of India, New Delhi, India). Ministry of Finance, Government of India, 2004, Economic Survey of India (Government of India, New Delhi, India). Pagano, M., Fabio, P. and Luigi, Z., 1998, Why do companies go public? An empirical analysis, Journal of Finance 53, 27–64. Panagariya, A., 2008, India: An Emerging Giant (Oxford University Press, New York). Persson, T. and Guido T., 2002, Political Economics: Explaining Economic Policy (MIT Press, Cambridge). Persson, T. and Guido, T., 2002, Political Economics: Explaining Economic Policy (MIT Press, Cambridge). Shapiro, K. and Willig, R., 1990. Economic rationales for the scope of privatization. In: Suleiman, E.N.,Waterbury, J. (Eds.), The Political Economy of Public Sector Reform and Privatization. Westview Press, Boulder, CO. Shleifer, A. and Robert, V., 1994, Politicians and firms, Quarterly Journal of Economics. 109, 995–1025. A National Government’s Decision to Privatize its Public UtilitiesPage 1

Thomas Hobbes Philosophy Essay -- Thomas Hobbes Philosophy

Thomas Hobbes Thomas Hobbes was an English philosopher who lived from 1588-1679. He attended Oxford University where he studied classics. His occupation was a tutor, but he also traveled around Europe to meet with scientists and to study different forms of government. He became interested in why people allowed themselves to be ruled, and what would be the best form of government for England. Thomas Hobbes was the first great figure in modern moral philosophy. Hobbes had a pessimistic view of people; he believed humans were selfish creatures who would do anything to better their positions. He also thought that people could not be trusted to make decisions on their own, and a country needed an authority figure to provide direction and leadership. Therefore, Hobbes believed in an absolute monarchy - a government that gave all power to a king or queen. He also thought that people should obey their king, even if he is a tyrant. He said that because people were only interested in promoting their own self-interests, democracy would never work. In fact, he thought democracy was very dangerous. But even though he distrusted democracy, he believed that a diverse group of representatives presenting the problems of the common person would prevent a king from being unfair and cruel. Hobbes coined the phrase, "Voice of the people," meaning one person could be chosen to represent a group with similar views. In 1651, Thomas Hobbes wrote his famous work, "Leviathan" which put into...

Public Policing vs Private Security Comparison

What are differences and similarities between the two roles? In the field of policing there are a couple different paths for an individual to choose from and they include private security and public policing. State government, city government, and towns normally provide the community with a public police force to enforce the laws and protect the citizens. Police officers are very important within a community but sometimes a private security can come in and help out and this frees up time for the public policing. Private security personnel generally work for a private company that handles their own dispatching, training and recruiting. Private security functions include loss-prevention duties or protective services that would not be handled by public policing. Private security also specializes in closed circuit monitoring services, secret level clearance, drive by patrol. Private security does not have the authority to arrest anyone either; however they can detain until law enforcement get there. Public policing officers are a function of the executive branch of government. Public officers are paid entirely from public funds that generate from grants, public sources, and revenues from taxes. Most private security organizations are paid from collecting a fee from their client. It is not uncommon for private security to go undercover like public police also, so that they can blend in the environment and be used as asset protection. The goals and training of private security and public policing are similar to each other. Private security and public policing are unique and successful in their own ways. The way that the private security and public policing organizations function and interact within each other is different; however they both function with leadership. The differences in public policing and private security would include the duties of the job. Police officers duties include responding to emergency calls, patrol public streets and monitor the traffic; private security may have the duty to be on duty at a supermarket or retail store, a bank or even drive an armored car. Some of the similarities of private security and public policing would be that they both hire men and women and both organizations are required to wear uniforms. The use of uniforms lets citizens know who security is and who the officers are. Both organizations offer in-house training. Some private security officers are permitted to carry guns just like public policing. How does leadership differ between the two roles? Public policing and private security both have a positive relationship with the criminal justice system but they are held to different standards. They use their resources to help work together when needed by sharing information, joint operations, networking, training and the development and promotion of state and federal legislation of mutual interest (Ortmeier, 2009). What is the relationship of each role with the criminal justice system? The relationship of each public policing and private security is that they both have the goal to deter crime. The public policing works to keep and prevent crime, maintains order, and responds to dispatched calls and reported crimes on public and private property. The relationship for private security is they can help out with terrorist threats, and other crimes that may affect the world, and in return that helps out the public policing in the fact that if they work together they can defend our homeland. What are the essential policies for each role? For private security the essential policies that would be needed would include to have a qualified staff, insurance, and have a license with that state, most are given after a background is checked at both federal and state levels. Some of the other policies that private security organizations should have would be the following : Acceptable Use Policy that defines what employees are allowed to do on company property, while using company resources and equipment, this should be made know to all staff so that there are no excuses or exceptions. There should be a privacy policy in effect; this is important because there are many laws and regulations that address privacy. Included in the privacy policy notification should be made that about the logging user activity, monitoring internet usage; including recording keystrokes. Password policy is another good policy to have in effect so that certain protocol is used when creating and issuing password within the company and included could be the account lockout protocol that will be used within the company. Destruction and Disposal policy which will define how and when to get rid of stuff. Storage and Retention policy will explain what items need to be kept for a number of years, things such as auditing date, financial history and customer information. The next policy would be an incident response policy and this policy would be to handle security breaches. Classification policy that way workers understand to use the information properly rather it is private or sensitive. Human resource policy and this should be covered in the way that employees are supervised, code of ethics, sort of like a company handbook one that will explain repercussions for certain behaviors and tardiness. Change management policy since one of the biggest threats to security is when things are unmanaged and unknown or even changed. The last policy for private security would be firewall policy and this would cover the essential components of the entire security structure, these are important to protect against cybercrimes. Public policing essential policies would include: use of force policy that explains how to not abuse the power of their authority, another police policy to have would be a policy on the code of ethics and this would define what ethical and non-ethical behavior is and what is expected of them as an officer of the law. Describe and discuss the importance of a comprehensive security plan, and its key components. The importance of a comprehensive security plan is in case something happens to the organization, it can somewhat be repairable to getting back on track. If an organization is aware of what the threats may be then they would know what they need to do to avoid these and prevent incidents from happening, instead of waiting for an incident to happen first. Developing a comprehensive security plan requires deliberate and methodical analysis. The purpose of the security analysis is to expose any security breaches so they can be addressed in a controlled manner and the comprehensive security plan can be created from a broad analysis. The analysis will keep resources in mind and will be directed based on the individual needs of the client and while protecting the assets of the company. The components of the comprehensive security plan include asset definition, vulnerability analysis, and threat assessment, selection of countermeasures and implementation of the plan. It is important to make policies for the client to follow along with their workers and these policies must be made know if they are expected to be followed. Incompetence and carelessness equals ncreased legal liability and financial loss. The key components consist of overlapping the features that provide mutual support and direction of the program: personnel, devices, procedures and policies. References Comprehensive Security Services, Inc. (2012). Retrieved from http://www. comprehensivesecurity. net Global Knowledge Training LLC. (2010). 10 Essential Security Policies. Retrieved from http://isaca. org Ortmeier, P. (2009). Introduction to security: O perations and management (3rd ed. ). Upper Saddle River, NJ: Pearson/Prentice Hall.