Health Economics Essay Example | Topics and Well Written Essays - 500 words

Health Economics - Essay Example For Getzen, some HMOs may be undertaking risk selection by only accepting healthy patients in order for them to create optimum profit. Some of them find it advantageous on their part to reduce services or quality of care once there would be implementation of easy savings from discounting and substitution. In other words, HMOs have always to mean business and this leads them to expect to experience favorable or adverse selection. Considering the number of commercial employees, especially in large companies, there might be great savings on both the demand and supply sides due to substantial numbers in a group, and the risk selection process might not be that tough on the part of HMOs to ward off loss and optimize profitability. This is due to the fact that working individuals in various large companies are on a regular basis had to ensure their health safety to optimize their productivity. As a result, the commercial employee benefit market in states with large number of immigrants and service-based economy may have higher percentage of insured individuals compared to those in states with strong unionized industrial and manufacturing base (Kovner & Knickman, 2011, p.33). As a result, Kovner and Knickman added 80 percent of uninsured are in families with either full or part-time workers in small businesses. This would particularly increase HMOs magnitude of selection bias in this type of commercial employee benefit market, as they would also consider the profit they could create. On the other hand, there would be more profit for HMOs if less medical care is provided (Holcombe, 1995, p.136). Considering the need for medical services in the US is an upward spiral especially for low-income population (Andersen, Rice & Kominski, 2007, p.22), the medical market on the part of HMOs should have wider scope of risk selection process and even bias at some point just to ensure profitability will not be set aside. 2. What incentives

Integrity Essay Example | Topics and Well Written Essays - 500 words - 2

Integrity - Essay Example y is a concept that has an ethical angle in itself serves to indicate that it is a complex concept, which can then be defined in different terms, considering the fact that ethics has no definitive interpretation due to the subjectivity of ethical interpretations in the realms of either right or wrong. At this point it becomes inevitable to ask the question; what is integrity? The term integrity can be defined as the consistency and the commitment to honor whatever choices that an individual has made (Killinger, 2). Thus, the concept of integrity cannot be divorced from three major aspects; the consistency of principle, the soundness of mind and the commitment not to adulterate. The ethical and moral perspective views integrity from the point of the honesty of one’s actions (Killinger, 9). Honesty is the aspect of truthfulness that guides both the talk and action of an individual to ensure that both of them are consistent. It is therefore not possible to term a person as being a man of integrity, where the actions of that person are not in line with whatever the person says. Integrity demands that an individual will talk and at the same time, walk the talk (Killinger, 4). Therefore, when the ethical angle of defining integrity is taken, then it demands that no aspect of contradiction should be found within a person. In case an individual is holding conflicting beliefs within, it is only fair that the individual discards the conflicting beliefs and stands for one principle, so as to be regarded as a person of integrity. This is because; integrity and contradiction are two aspects that cannot coexist (Killinger, 8). This aspect fulfills the requirement for consistency of principle as a major element of integrity. The soundness of mind is yet another aspect that integrity must fulfill. The soundness of mind simply means that an individual makes a choice that is well informed, well thought-out and fully considered, so that the individual can be able to stand by that

Concepts in Cognitive Psychology

Concepts in Cognitive Psychology Memory, Thinking, Attention, Perception, Language Cognitive psychology is primarily interested in the role of the mind and its conceptual functioning. As by way of communicating information to and from each other and understanding the external world through the process of labelling and categorising certain elements pertaining to that world, the cognitive approach to psychological investigation has been interested in the nature of language from its origins. Such conceptual structures as memory , thinking, attention, perception and language have been put into place informing much research relating to this school of psychology (Sternberg, 2006). The concepts associated with memory, thinking, attention, perception and language are prominent within the school of cognitive psychology are inter related across a multitudes of experiments. Memory can be seen as having a basis in the retrieval, store and recall of information and is commonly divided into the working memory model (or short term memory) and long term memory (or long term store) . Thinking is often associated with the way in which a process of logic is undergone by any subject. Attention is the mental ability to focus and apply thinking and memory, usually characterised in experiments as the. Perception is the way in which the individual may perceive any task and language is the underlying source of communicable information that externalises the subject of any culture. Research into the functioning and processes of semantic memory suggested a key model that was a primary source in the formation of the memory system. This was called the working memory. This model of the working memory, which is a system and procedure whereby information is internalised and subsequently turned into stored long term memory, was believed to be more than just a simple function involving storage and retrieval. At its procedural stage, we can see from the concept of the short term memory model that the process is broken into a schematic procedure in which stimuli, such as words, signs or symbols are encoded and stored within the memory. At this point it is believed to be rehearsed in the mind before being either rejected through forgetting or being accepted into the long term store, probably due to the perception of its significance (Waugh Norman, 1965). Due to its limited capacity, the working memory is believed to incorporate this forgetting procedure due to the effect s of either decay (unrehearsed code) or displacement (rejection due to irrelevance) of the encoded stimuli (Bjork, 1970). However, although many studies have indeed indicated that this model is accurate in terms of the basic procedure of memory, it can not be considered as fully accounting for other important phenomena as the effects of rehearsal are not always found to be defining (Craik Watkins, 1973). For instance, primacy and recency effects that are found in many free recall tests are suggested as being due to the length of rehearsal time spent on the initial words presented to individuals, whilst also finding that fewer words present to displace the more likely the encoding of the latter words presented (Murdoch, 1972). In terms of memory, this research into the phenomenon of primacy and recency effects indicated that slow presentation of words would increase primacy performance, but would have no effect on recency performance (Murdoch, 1972). This indicated that the more tim e permitted to information rehearsal, the stronger the likelihood would be for that information to enter the long term store, whilst contrastingly, the faster that the information was presented to the individual the more likely it was for that individual to forget. What this research suggests is that the working memory model requires an engagement with a target stimuli rather than just mere exposure alone, which suggests a strong relationship with the perception of language and the nature of thought processes (Nickerson Adams, 1979). Further study on the effects of primacy and recency with relation to language indicated that individuals required subjects to identify early and late acquired nouns presented in noise (Young Ellis, 1980). Subsequent findings from these studies indicated that early acquisition of words were recognized more accurately than words acquired at a more recent stage of language acquisition, when the words were matched on frequency, image-ability, concreteness , familiarity and letter length. However, they did not examine the full effect of frequency and the identification of words matched onto age of acquisition or other factors. Subsequently, further research suggested that high frequency words were more intelligible when heard in white noise than words of lower frequency, using lists uncontrolled for age of acquisition (Broadbent, 1971). Essentially, this meant that language and attention were fundamental factors in determining the process of memory. Another important phenomenon regarding the role of language and attention within memory is chunking. This phenomenon indicates the role that thinking plays, in particular the encoding of language meaning. This is the phenomena in which the individual categorises an array of information and configures it as one chunk. For instance, the numbers one, nine, four and five could be stored as one whole chunk as opposed to four individual units when rehearsed under one set of information known as nineteen forty five; a key cultural date. What we can see in this phenomenon is the construct of perception. Essentially, because no significance is placed upon the individual’s prior knowledge or their difference in experience, we can see that the memory model can not account for chunking alone. For example, the chunking of one, nine, four and five would more likely be stored if this chunk correlated with a significant date or number already maintained in the individuals learned experience, such as a soldier who saw the end of the Second World War (Ericsson et al, 1980). Therefore, seeing memory as language alone does not take into account the reality that prior meaning vastly reduces the significance of time taking in memory, as rehearsal is reduced due to recognition of former learned categories in relation to semantic structures held in the mental lexicon. This would suggest that prior learning, familiarity, chunking, categorisation as well as rehearsal can determine the success of word recognition of different lexical constructs. Subsequently, Baddeley suggested a notion of limitation within the working memory, which indicated that encoding stimuli (or information) and storing memory was a system of varying depths of processing (Baddeley, 1992). Situating all five factors as one inter related mechanism we can see then a notion of a mental lexicon from which all language can be understood, constructed, learned and articulated via communication and understanding (Aitchison, 2003). Subsequent inquiry into such a word store has created an appreciation of certain phenomena relating to how individuals understand and articulate language. This has become a very useful resource for research into anything involving the nature of language within the cognitive realm. One such piece of research was conducted by Collins and Quillian, who constructed a model of semantic memory storage and retrieval that was imperative to language. This was called the hierarchy of semantic memory (Collins Quillian, 1969). We can see from this model how memory and language inter relate. In their model, it was suggested that individuals would store memory in sets and would retrieve knowledge judgements according to the familiarity of a certain concept and it s association to certain definers regarding any particular concept. In further studies, it was established that semantic distance was based upon the strength of the perceived relationship between one concept and its hierarchal group (Rosch, 1973). Essentially, knowledge was seen as being stored in the structure of a mental lexicon and concepts were recognised and categorised due to the specific and relevant qualities and properties that it accorded to in the mental lexical structure (Conrad, 1972). This conceptual notion forms the basis for perception as information is seen as belonging to certain defining features held by the knowledge of the individual. The assumption was that the farther you moved up this hierarchy of conceptual information, the more the defining features would decrease (Loftus, 1973). For instance, a Robin would be more strongly accorded to the hierarchy of birds than a flightless bird, such as a chicken, as the defining variable of flight was recognised (Rips e t al, 1974). It was believed that if something were to disturb this hierarchal structure of word storage, then incorrect recall would become present (Loftus, 1973). Subsequently, this suggests that cognition is governed by perception as well as memory and word meaning. Essentially, the conceptual construction of this mental lexicon gives us good indication as to how words are conceptualised, understood and recognised by the individual. This avenue of research requires the investigation into thinking and learning in relation to perception. The role of perception with relation to thinking formed the interest of the seminal cognitive psychologist Bruner, whose studies investigated the nature of learning. He famously devised a test to measure and explore the nature in which people constructed and comprehended meaning. Bruner’s findings suggested that there was an intelligent procedure in operation during learning that performed by way of a hypothesis testing. This form of logical thinking was indicated as being understood through stages of either acceptance or rejection of similarities and categories based upon an intelligent process of trial testing (Bruner et al, 1956). Bruner gave a sample of individuals various sets of pictures, each portraying a variety of different and similar shapes. The different categories of shapes were considered as the conditions of the experiment. Some of the pictures in the conditions shared the same number of shapes; some of them shared the same colour of shapes while others shared t he same number of borders surrounding the shapes. However, in each condition the shapes were marginally different; none were identical. From the findings of these studies, Bruner was able to discern that there were two forms of learning that could be identified. These were dubbed successive and conservative scanning (Bruner et al, 1956). Successive scanning was deemed the type of learning that used a thinking process that involved trail testing that attempted one hypothesis at a time before either accepting or rejecting similarities. However, conservative scanning was believed to indicate a deeper form thinking that categorised certain classes of type before carrying out the acceptance or rejecting of any hypotheses. It was concluded that the latter thought process was a much faster and more efficient process than the former. What is crucial here is that these thought processes have little to do with language or memorised knowledge. However, not everyone within the field of the cogn itive psychology accepts this notion of thinking. Many researchers and theorists related to the field of thinking and perception have argued that categories are an innate knowledge rather than a learned one and so the use of language and memory are not essential to thinking (Fodor Chomsky, 1980). The main implication in this idea is that empirical category learning may not be done with the rejection of hypothesis but with the rejection of the externally governed conceptualisation of the external world. Studies relating to word recall have highlighted the role of attention in the role of psychological research. In one such piece of research the ability to read words was indicated by letter identification and visual configurations (McClelland Johnson, 1977). Other research has indicated the use of non literal cues in the recognition of word (Marchbanks Levin, 1965). In either case, we can see that an attentional basis for word recognition. More contemporary research into the relationship between word recognition and the effects that peer groups had within the educational learning structure indicated that there was a significance of both memory and the symbolic structure of the mental lexicon within the recognition of words that could be applied to the acquisition of knowledge (Fuchs Fuchs, 2005). It would seem that from the results involving lexical decision tasks that the more a child is familiar with the semantic construct of words the more likely they are in recognising the wor ds without error or side effects. Particular attention has focused upon the possibility that the numerous amounts of previously reported effects of word frequency in attentional tasks might actually result from confounded effects of the age of acquisition as the two variables are related. Subsequently, high frequency words tend to be learned earlier in life than low frequency words, so that sets of words selected as being of high or low frequency of occurrence tend also to be sets of words which are acquired early on or more recently. There has been evidence put forward suggesting that the age at which a word is acquired during a child’s development affects performance throughout life. Essentially, the earlier that the process of word acquisition is incorporated the more successful it will be in producing meaning. It would seem that the later the words are acquired, even when attentional factors such as frequency of usage and word image-ability are controlled, the poorer the memory and articulation will be (Brown and Watson, 1987). The effects of frequency can be understood in the interaction activation model of McClelland and Rumelhart (1981). This suggested that there is a node for each familiar word in this connectionist stimulation of word recognition. Each node was believed to have an activation level which varied from cycle to cycle and a resting level which is determined by the node’s level of activation over a long period of time. The node for a high frequency word was believed to be constantly activated. This was effective by having a higher resting level than the node for a low frequency word, which rarely received this activation. Studies have revealed that the age of acquisition is known to affect object naming speed, yet not the speed with which pictures of objects can be classified into semantic categories in the mental lexicon (Morrison Ellis, 1992). The naming of words was then followed by a delayed cue which has also been established as being unaffected by the age of acquisition (Morris on Ellis, 1995). This strongly indicates that the effect of language does not accord to the process of articulation, but to a process of deductive reasoning. However, research by Brown and Watson (1987) has suggested that the phonological output representations of early acquired words are more complete than those for later acquired words and can be accessed more easily. We can see from our analysis of the five key components regarding cognitive psychology and the way in which they inter-relate with one another philosophically and practically that they apply to the psychology of everyday life. Whether it is the perception of birds, the recognition of a word or concept, the thought process that delivers a solution to a problem or simply the recall of a particular number, such as a bank sort code or telephone number, the roles of memory, thinking, attention, perception and language are fundamental components in the psychological study of cognition. It is difficult to conceive of a world without these five components working together. Without perception we would not be able to conceive of a world or understand the processes in which we experience the external environment and inform our knowledge of it. Without language we would not be able to categorise the various constructs that we encounter in the world, exchange our experiences of them or recognise the amount of information that we do. Without memory we would not be able to retain any information or experience that we had gathered about the world or be able to determine what in our immediate experience was relevant and considered vastly significant from what was not. Without attention we would not be able to discern between the varying contexts in which we experience language and information about the environment or acquire specific knowledge and without thinking and understanding thought processes we would not be able to solve problems, reason, make decisions, extract symbolic meaning or even conceive of mental imagery or spatial awareness. These factors are then, vastly significant in the understanding of both cognitive psychology and ourselves and although distinctions between these five components is necessary for both academic knowledge and practical application, they are best seen as factors that inter-relate and are prevalent to studies and practices of cognitive psycho logy. Bibliography Atchison, J., (2003) Words in the Mind: An Introduction to the Mental Lexicon Sydney: Blackwell Publishing. Baddeley, A.D. (1992) Is Working Memory Working? The Quarterly Journal of Experimental Psychology, 44A, 1-31 Broadbent, D, E., (1971) Decision and stress. London: Academic Press. Brown, G. D. A., Watson, F. L. (1987). First in, first out: Word learning age and spoken word frequency as predictors of word familiarity and word naming latency. Memory Cognition, 15, 208-216. Bruner, J, S., Goodnow, J, J., and Austin, G, A., (1956) A Study of Thinking New York: John Wiley and Sons. Bjork, R, A., (1970) Positive Forgetting: The Non-Interference of Items Intentionally Forgotten. Journal of Verbal Learning and Verbal Behaviour, 9, 255-68. Chomsky, N., and Fodor, J, A., (1980) Statement of the Paradox, in Piatelli Palmarini, M. (ed.). Collins, A, M., Quillian, M, R., (1969) Retrieval Time from Semantic Memory. Journal of Verbal Learning and Verbal Behaviour, 8, 240-47. Craik, F, I, M., Watkins, M, J., (1973) The Role of Rehearsal in Short Term Memory. Journal of Verbal Learning and Verbal Behaviour, 12, 599-607. Ericsson, K, A., Chase, W, G., Faloon, S., (1980) Acquisition of a Memory Skill. Science, 208, 1181-1182. Marchbanks, G., Levin, H., (1965) Cues by which children recognize words. Journal of Educational Psychology, 56 (2), 57-61. McClelland Johnson (1977) The role of familiar units in perception of words and nonwords. Perception and Psychophysics, 22, 249-261. McClelland Rumelhart (1981) An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375–407. Morrison, C, A., Ellis, A, W., (2000) Real age of acquisition effects in word naming and lexical decision. British Journal of Psychology, 91, 167-180. Murdoch, B., (1962) The Serial Position Effect of Free Recall. Journal of Experimental Psychology, 64, 482-488. Nickerson, R, A., Adams, M, J., (1979) Long-Term Memory for a Common Object. Cognitive Psychology, 11, 287-307. Rosch, E, H., (1973) On the Internal Structure of Perceptual and Semantic Categories. In Moore, T, E., (Ed.) Cognitive Development and the Acquisition of Language. New York: Academic Press. Sternberg, R, J., (2006) Cognitive Psychology (4th ed) Belmont: Thomson Waugh, N, C., Norman, D, A., (1965) Primary Memory. Psychological Review, 72, 89-104.

Admissions Essay: I Spoon-fed Her Each Day :: Medicine College Admissions Essays

I Spoon-fed Her Each Day    Watching my grandmother get progressively weaker; not wanting to believe the doctors' diagnosis of terminal cancer and the prediction that she would live only for another year; separated by thousands of miles from my parents, who had moved to the United States while I stayed in China with my grandmother-I lived a life so different from that of the average seventeen-year-old.   In addition to caring for my grandmother, I was going to school and preparing for my final exams, the equivalent of the SATs.  Ã‚   Grandmother died on the day that I took the exam.   Of the one million students who took the exam that day, I was ranked thirty-fourth and won the national merit scholarship.   And yet I was in a state of complete shock: my grandmother was gone and I felt paralyzed. But eventually my memories of her inspired me to make a genuine difference in the lives of others. I decided to pursue a career in medicine.    I joined the rest of my family in the U.S. and within six months was enrolled in the honors program at Mississippi State.   Since there is no pre-med major, I was able to major in any subject and still complete the pre-med requirements; I was advised to major in Philosophy or Drama to boost my GPA.   Instead, I decided to major in Math, a subject I've always enjoyed.   Though many people told me I must be crazy and that my background would not have sufficiently prepared me for the difficulty ofthe pre-med classes, I have earned A-plusses in all of the ten math courses I have taken so far, five of which were advanced classes.    I have concentrated on opportunities that will prepare me for studies in clinical medicine, oncology and geriatrics.   I learned of a prestigious research fellowship at Harvard and, although it was open only to upperclassmen, I applied and was accepted.  Ã‚   I have taken honors classes in biology and have enjoyed the research work I've done.    Keeping in mind that my goal is ultimately to help people, I've also devoted a portion of my time to volunteer opportunities: I tutored math for high school students in my neighborhood and recently became a part-time volunteer at Memorial Hospital.   It was terribly difficult for me to leave China and create a completely new life after the death of my grandmother. Admissions Essay: I Spoon-fed Her Each Day :: Medicine College Admissions Essays I Spoon-fed Her Each Day    Watching my grandmother get progressively weaker; not wanting to believe the doctors' diagnosis of terminal cancer and the prediction that she would live only for another year; separated by thousands of miles from my parents, who had moved to the United States while I stayed in China with my grandmother-I lived a life so different from that of the average seventeen-year-old.   In addition to caring for my grandmother, I was going to school and preparing for my final exams, the equivalent of the SATs.  Ã‚   Grandmother died on the day that I took the exam.   Of the one million students who took the exam that day, I was ranked thirty-fourth and won the national merit scholarship.   And yet I was in a state of complete shock: my grandmother was gone and I felt paralyzed. But eventually my memories of her inspired me to make a genuine difference in the lives of others. I decided to pursue a career in medicine.    I joined the rest of my family in the U.S. and within six months was enrolled in the honors program at Mississippi State.   Since there is no pre-med major, I was able to major in any subject and still complete the pre-med requirements; I was advised to major in Philosophy or Drama to boost my GPA.   Instead, I decided to major in Math, a subject I've always enjoyed.   Though many people told me I must be crazy and that my background would not have sufficiently prepared me for the difficulty ofthe pre-med classes, I have earned A-plusses in all of the ten math courses I have taken so far, five of which were advanced classes.    I have concentrated on opportunities that will prepare me for studies in clinical medicine, oncology and geriatrics.   I learned of a prestigious research fellowship at Harvard and, although it was open only to upperclassmen, I applied and was accepted.  Ã‚   I have taken honors classes in biology and have enjoyed the research work I've done.    Keeping in mind that my goal is ultimately to help people, I've also devoted a portion of my time to volunteer opportunities: I tutored math for high school students in my neighborhood and recently became a part-time volunteer at Memorial Hospital.   It was terribly difficult for me to leave China and create a completely new life after the death of my grandmother.

Online retailing or E-tailing (Electronic retailing)

Online retailing or E-tailing (Electronic retailing) or direct marketing are now gaining in tremendous awareness by the businesses and the customers at large. This concept is normally termed as a B2C (business to consumer) transaction. There have been many categories or channels, which corporate adopt in order to distribute and reach its target customers.But involving and interfering with channels of a company having a multi-channel distribution system poses a great challenge. Online marketing could be done in several categories. The prominent of which are ? pure click – where in the firms sell their total products on the web based domain space or the virtual space. ? Click and Brick – They are the business which use both online and offline channel structure.Brick and Mortar – firms, which sell their entire product, line by using a physical space system. Each of these channels have their respective advantages and disadvantages, but the firm should be wise and con scious about the different channel system they are adopting as there are chances of conflicts which could arise with reference to tapping the same customer base or the same territory or having goal incompatibility.In the case mentioned, if was given a chance to be in-charge of a direct marketing system, there would be certain strategies, which I would implement, in-order to stabilize and maintain a good relation with all the other channel partners. Since there are greater chances of having conflicts between the online and offline retailers, to gain acceptance from intermediaries I would pacify or satisfy my channel partners by test marketing the following strategies and tactics.First – offer a different mix of product line or different brands on the web based system than their offline channel partners or retail partners. Second – provide better and higher discounts and commissions for its retail partner to improve the negative impact on sales and to increase the profit s. Third – Allow the customers to register their orders on the online system, but appoint retailers to deliver and collect payment where in the retailers are also cushioning on a ready-made customer base.Fourth – Give a choice to the customers if they require a work on their purchase with a financial advisor, if yes their information will be routed to an advisor. Fifth – each of the retail partners could have their own website to avoid competition of the company’s web based system. Sixth – the customers who purchase online could be allowed to accept the online coupons and redeem their amount in its stores. These are some of the ways by which I will convince my retail partners for the launch of the direct marketing campaign.

Food is culture Essay

According to the Executive Director of the Washington International Center, Robert Kohls (1984), â€Å"the different behaviors of a people or a culture make sense only when seen through the basic beliefs, assumptions, and values of that particular group. † This legendary statement that was uttered more than two decades ago was intended to explain American values and to compare these values with those that belong to other cultures. But, as time went by, Khols insightful perception about culture has taken on international meaning and it was one of the fundamental concepts espoused by Montanari in his book entitled â€Å"Food is Culture. † Using historical reference to Hoppocrates, Montanari insisted that food has never been associated with nature and this contradicts the general idea advertised by people who campaign for organic foods. Montanari explains that food is the result of the efforts of a society to tame, transform, and interpret nature. This view can be supported by two related observations. First, societies all over the world encounter different environments. That is, societies in the Pacific region may find tropical climates whereas societies in the Mediterranean region have temperate climates. The differences in weather, together with the differences in geography, lead to the different ways that the members of the society learned to deal with their varied environments. Thus, the second observation is that the different societies have produced their own unique food and food culture. For example, Italian food reminds people of spaghetti, tiramisu, and other pasta dishes. Asian food, on the other hand, brings to mind bowls of rice. Kohls’ perception, when combined with Montanari’s view about the relationship of food and culture, evolves into something different then. That the different values of a people or a culture are revealed and understood when seen through the food culture of that particular group. Feedback from a reader: At first, it would take some stretch of imagination to associate food with culture. There are two major reasons for this difficulty. First, people eat food in order to survive and perhaps live a relatively healthy life. The desire to live and survive is so fundamental that all peoples possess this particular desire. And if all peoples and culture uphold this desire to live, then eating food is very common that it cannot be directly related to the uniqueness of culture. And second, food is almost always taken from nature. This means that food is obtained from farms and from forests. â€Å"Farm† and â€Å"forest† are two concepts that are associated with things natural. Food, therefore, is a natural resource. And despite the fact that most people in America consume processed food, food is definitely associated with nature. However, using a more critical thinking and a wider observation of the world, the statement that food is culture begins to make some sense. The values of a culture can be reflected in the kinds of food that people eat and the ways that people eat their food. For example, the Japanese culture carries out a tea ceremony, specializes in sushi, and usually serves food in small bite sizes. All these reflect the fact that the Japanese culture gives great importance to tradition. Thus, when Japanese encounters a problem, he turns to the knowledge of his ancestors for guidance. The typical American, on the other hand, rarely imitates the actions of his ancestors. When he encounters a problem, he tends to find help by himself and establishes some measure of control on his problem. The way that Americans value individuality and personal control over their environment can be seen in the way they wanted their food to be served individually. The Americans also wanted their foods to be served fast and this preference echoes the values of practicality and efficiency. Therefore, as a reader of Montanari’s ideas about the relationship of food and culture, I am convinced that food culture does reflect the values upheld by a society. Bibliography Kohls, R. (1984). The values Americans live by. Retrieved September 18, 2007 at http://omni. cc. purdue. edu/~corax/kohlsamericanvalues. html Montanari, M. (2006). â€Å"Introduction. † Food is Culture. A. Sonnenfeld (trans. ). New York: Columbia University Press.

All About Homeschool Support Groups

All About Homeschool Support Groups Homeschooling can feel isolating for children and parents alike. It’s so different from what most people are doing and its not uncommon to be the only homeschooling family  in your church or neighborhood or among your extended family. Taking full responsibility for your child’s education sometimes feels overwhelming. Add to that all the friends, relatives, and complete strangers insisting that your child is going to be a lonely social outcast, and you may start to wonder if you really can homeschool your child. That’s when you need a homeschool support group – but if you’re new to homeschooling, you may not have a clue how to go about finding one. First, it helps to make sure that you know what you’re looking for. Many new homeschooling families confuse support groups and co-ops. A support group is, as the name suggests, a group where parents can find support and encouragement from others in similar circumstances. Most support groups offer activities such as field trips, social gatherings, and meetings for parents. A homeschool co-op is a group of parents cooperatively educating their children through group classes. Although youll encounter other homeschooling families and can likely find support, the primary focus is on academic or elective classes for students. Some homeschool support groups do offer co-op classes, but the terms aren’t interchangeable. How to Find a Homeschool Support Group If you’re new to homeschooling or have moved to a new area, try these tips for  locating a homeschool support group: Ask Around One of the easiest ways to find a homeschool support group is to ask. If you know other homeschooling families, most will be happy to point you in the direction of local support groups, even if they’re not part of an organized group themselves. If you don’t know any other homeschooling families, ask at places that homeschooling families are likely to frequent, such as the library or used book store. Even if your friends and relatives dont homeschool, they may know families who do. When my family began homeschooling, a friend whose children attended public school gave me the contact information for two homeschooling families she knew. They were happy to answer my questions even though we didn’t know each other personally. Take to Social Media The prevalence of social media in today’s society makes it an excellent source for connecting with other homeschoolers. There are no fewer than a dozen Facebook groups related to homeschooling in my local circles alone. Search Facebook using your city’s name and â€Å"homeschool.† You can also ask on the pages and groups you’re already involved in. If you follow a homeschool curriculum vendors page, for example, you can usually post on their page asking if there are homeschooling families near you. While not as common as they used to be, many homeschool-related websites still offer member forums. Check them to see if they offer listings for support groups or post a message asking about groups near you. Search Online The Internet is a wealth of information. One excellent resource is the Homeschool Legal Defense page. They maintain a list of homeschool support groups by state, which are then broken down by county. You can also check your statewide homeschool group’s page. You should be able to find it listed on the HSLDA site. If you cant, try  using  your favorite search engine. Just type in your state’s name and â€Å"homeschool support† or â€Å"homeschool support groups.† You may also try searching by your county or city name and the keywords homeschool and support. How to Start Your Own Homeschool Support Group Sometimes, despite your best efforts, you can’t find a homeschool support group. You may live in a rural area without many homeschooling families. Alternately, you may live in an area with many groups, but none which are a good fit. If you’re a secular family, you may not fit in with the religious groups or vice versa. And, as unfortunate as it is, homeschooling families are not above forming cliques, which can be off-putting to new families. If you’re unable to locate a homeschool group, consider starting one of your own That’s what some friends and I did in our early years of homeschooling. That group is where my children and I formed some of our closest friendships that are still strong today. Try these tips for starting your own support group: Decide on the Type of Support Group What type of support group would you like to form? Secular,  faith-based, or inclusive of both? Formal or informal? Online or in-person? The group my friends and I started was an informal, online group. We didn’t have officers or regular meetings. Our communication was primarily through an email group. We did arrange a monthly mom’s night out and hosted  back-to-school and year-end parties. Our field trips were planned and organized by group members. If one mom wanted to plan a trip for her family and work out the details to include other group members, that’s what she did. We offered tips to make planning less stressful, but we didn’t have a designated coordinator. You may want a more formal, organized group with regular monthly meetings and elected officers. Consider the details of your ideal homeschool support group. Then, seek out one or two like-minded individuals to help you get it started. Consider the Type of Events You’ll Offer Most homeschool support groups, whether formal or informal, will plan some sort of events for member families. Think about the type of events your group  might offer. Perhaps you’d like to develop a group whose focus is field trips and family-friendly activities or one that hosts speakers and professional development opportunities for homeschooling parents. You may want to offer social events for the children or even a co-op. You might consider activities such as: Holiday parties such as Valentine’s, Christmas, or HalloweenBack-to-school or year-end partiesPlaygroups and park daysMiddle school and high school social events (dances, bowling, or bonfires)Science, geography, or other themed fairsClubs such as book, Lego, or chessPhysical educationSports opportunities  Ã¢â‚¬â€œ either organized or field-day events Decide Where You’ll Meet If you’ll be hosting in-person support group meetings, consider where you’ll meet. If you’ve got a small group, you may be able to host meetings at members’ homes. Larger groups might consider library meeting rooms, community facilities, restaurant meeting rooms, park pavilions,  or churches. Consider the factors that  may influence where you meet. For example: Will you serve refreshments? If so, what does the facility allow outside food and drinks?Will you offer childcare? If so, is there a place where children can safely play?Will you have guest speakers or will you address the group formally? If so, choose a facility where members can be seated and everyone can see and hear the speaker. Advertise Your Group Once you’ve worked out the logistics of your new homeschool support group, you’ll need to let other families know you exist. Our group placed an advertisement in the support group section of our local homeschool newsletter. You might also: Post a notice on the bulletin board at your local library, used book store, or teacher supply storeShare details in your church bulletin or neighborhood and civic group  newslettersSet up a booth or print brochures for local homeschool conventions and used book salesShare your brochure or a simple flyer with moms groups such as Mommy and Me gym classes, MOPS groups, or La Leche LeagueList your group on websites that offer information about support groups Most importantly, talk to other homeschooling families as much as possible. Word-of-mouth advertising in the homeschooling community is second to none. Most homeschooling parents will find that they benefit from the encouragement of a homeschool support group, particularly on the days when homeschooling is hard. Use these tips to find the right group for you and your family - even if that group starts with you and a couple of friends.

Idioms and Expressions With All

Idioms and Expressions With All The following English idioms and expressions use the word all. Each idiom or expression has a definition and three example sentences to help your  understanding of these common idiomatic expressions with all.   All-Nighter Definition: Do something (for instance a study session) that lasts all night We pulled an all-nighter to get ready for the exam.The graduation party was an all-nighter.Im afraid Im going to have to pull an all-nighter to get the report ready for tomorrow. All Over Something Definition: Very fond of something Hes all over the latest fashions.Peters all over antique furniture.Im all over that authors works. All Right Definition: Yes, okay, fine Thats all right by me!All right! I got an A on my term paper.I think hes all right with the changes we foresee.   All Shook Up Definition: extremely excited, worried, or disturbed about something Hes all shook up about his mothers illness.Wow! Im all shook up about Alice.I dont want you to get all shook up over the news. All That and Then Some Definition: even more than what has been mentioned He did all that and then some to get the new job.Yes, thats right. All that and then some!I think hell do all that and then some in order to get the company back on its feet.   All the Way (With Go) Definition: do something completely Hes going all the way for the scholarship.We went all the way to California on our vacation.I think you can go all the way to finals in this competition. Dash It All Definition: Expression used when very upset Dash it all! I didnt do very well.Dash it all! She cant come this weekend.Im afraid the position didnt work out. Dash it all! For All I Know Definition: Based on what I know (usually expressing displeasure) For all I know, hell come and win the prize.Theyve decided to hire Jack for all I know.For all he knows, she wants to get married.   Free for All Definition: Crazy, non-restricted activity (generally a fight) It was a free for all! Everyone went crazy!They stepped in to break up the free for all.Black Friday is generally a free for all that I try to avoid.   Have It All together Definition: Be very poised, successful He has it all together. The house, the wife, the kids, the great job - everything!I was very impressed with the candidate. She seemed to have it all together.I hope the new recruit has it all together. We need a team player.   Hold All the Aces Definition: Have all the advantages Unfortunately, Tom holds all the aces right now. Youll have to do what he says.Im holding all the aces so I can do whatever I want.Im afraid this is a situation in which you dont hold all the aces. Know All the Angles Definition: Be very clever about something Jack knows all the angles. Be careful!The salesman knew all the angles, and by the end of our talk I had bought a new computer!If you need some help with math talk to Peter. He knows all the angles.   Know It All Definition: Someone who seems to know everything and lets everybody know that he / she knows everything, used in a negative sense I know you think you are a know it all, but you dont know everything.  I hate Tom. Hes such a know it all in class.Dont think you know it all.   Not All There Definition: Not intelligent, not completely focused on an activity Im afraid Peter is not all there. He needs some help badly.Unfortunately, I was not all there and lost the final match.Be quiet. The boss is not all there today. Give him plenty of room. Of All the Nerve Definition: expression of anger at someones behavior Of all the nerve! Did you see how that woman treated me?Of all the nerve! She took my seat!You didnt buy him a present?! Of all the nerve! That guy has always treated you well.   Once and for All Definition: Finally (usually putting an end to something) Im going to stop his behavior once and for all!Lets get this over once and for all.Id like to review the grammar one more time. Hopefully, this will make it clear once and for all.   Pull out All the Stops Definition: make every possible effort to do something He pulled out all the stops on the exam.Were going to pull out all the stops on our presentation.Id like to throw a huge party that pulls out all the stops.   You Cant Win Them All Definition: Expression of acceptance after a loss or disappointment Well, you cant win them all. Lets go home.You did your best. You cant win them allI tried to get the job, but I didnt. You cant win them all.

Aer Lingus

Aer Lingus is the national airline of Ireland. It is headquartered at Dublin Airport, Ireland. †¢The airline operates 43 aircraft and carries on average 10 million passengers per annum. †¢The airlines primary mission is to connect Ireland with the world and the world to Ireland by offering its customers the best product in the Irish airline market at a competitive price. The airline’s primary markets are Ireland, the United Kingdom, Europe and the United States. The Irish people typically undertake several overseas flights a year. This is partly driven by Ireland’s status as an island nation but also reflects the inherent propensity among the Irish to travel to visit overseas destinations. tgp2012 1 Marketing orientation Marketing orientation In 2001 after the 9/11 effect on the airline industry Aer Lingus introduces their first model of low fares to compete with other low fare In 2001 after the 9/11 effect on the airline industry Aer Lingus introduces their first model of low fares to compete with other low fare airlines. The airline was close to bankruptcy and they had to find new waysairlines. how to keep the company afloat. They carried out numerous to see The airline was close tosurveys within the industry to find new what was needed/wantedtheorder to prosper. They carried out numerous bankruptcy and they had to identify ways to see how to keep in company afloat. So after the initial surveys they lowered their fares and altered/removed/added new destinations. Since prosper. ompany’s marketing surveys within the industry to identify what was needed/wanted in order to then the So after the initial surveys they loweredupdated/upgraded many times putting the customer in theSince then the company’s marketing orientation has been their fares and altered/removed/added new destinations. driving seat. orientation has been updated/upgraded many times putting the customer in the driving seat. Marketing mix Marketing mix

How White Lies Can Be Good For Your Marriage Research Paper

How White Lies Can Be Good For Your Marriage - Research Paper Example In translating this idea into a more academic realm, this literature review is going to analyze research on the importance of trust and communication in an interpersonal relationship. What happens when white lies are told? Is it better to always tell the truth or to safeguard the feelings of your significant other by telling them a simple, unassuming lie? The aim of this literature analysis is to determine if the practice of telling white lies can lead to more serious transgressions of trust within a relationship. The following ten journal articles will divulge this argument of white lies in a relationship to determine whether or not they help or harm a relationship. In order to discuss the literature surrounding this argument, this analysis will review articles about trust and deception within relationships. Analyzing the positive and negative components of white lies against these relationship ideas will help to determine the effect that minor lies can have a romantic connection. B eginning with trust in relationships, Fletcher and Simpson’s 2000 journal article on the Ideal Standards Model discusses what components are necessary for the makings of a good relationship. In placing the ideas of truth and honesty into the loyalty category, it is evident that truth plays a vital role in a relationship. While one can argue that people show their devotion and commitment to one another by demonstrating continuous truth and honesty in a relationship, the question also arises of protecting feelings.... The Ideal Standards Model contains three categories of warmth-loyalty, vitality-attractiveness and status-resources. In placing the ideas of truth and honesty into the loyalty category, it is evident that truth plays a vital role in a relationship. While one can argue that people show their devotion and commitment to one another by demonstrating continuous truth and honesty in a relationship, the question also arises of protecting feelings. According to Fletcher and Simpson, showing your partner compassion and being attentive to their needs for respect and intimacy will increase the chances of a successful relationship. As part of this notion, one can argue that in showing respect for your partner you support them in whatever endeavor they are choosing to follow. In the cases of situations where opinions are not vitally important, such as choosing a movie, going to a concert or picking a new color for an upstairs bathroom, if one person in the relationship truly has their heart set o n one idea, is it really worth arguing over? According to Fletcher and Simpson, a couple in a successful relationship will take opportunities such as this to allow their partner to be happy by telling an insignificant white lie by just agreeing with their choice. As Fletcher and Simpson highlight the components of truth in a successful relationship, Charles Smith’s 2007 article concerning deception highlights its role within the context of a partnership. According to Smith, deception is something that can happen on multiple levels within our lives. We can be deceived by how we perceive things are connected or in the ways they may be mysterious. For example, we can deceive

Why change is needed in software Essay Example | Topics and Well Written Essays - 500 words

Why change is needed in software - Essay Example There are several reasons for software change. New advances in innovation may render an existing piece of system obsolete thus change is inevitable. For instance, software needs to be capable to adapt to fresh hardware or peripherals (Schlesinger 2010). In case there is no communication between software and hardware change is always the advisable solution. It is no good purchasing a new scanner or printer if existing software cannot interface with it. Technology advancement makes each and every day novel systems come to pass (Reifer 2011). They are a lot of other software, which are not in the system currently and individuals would ask why such software is no longer applicable. This is due to inability to tally with the new situation and hence necessitates to be wiped away. It should always change, with illustration it will render non-functional and cannot serve any better reasons rather than the system (Neufelder 1992). Software maintenance is also another reason that is associated with system change. Changes to the software are executed in reaction to changed necessities but the basic structure of the software remains constant. This is the most general strategy applied in system change. System change is essential in maintenance of its function and reliability (Naveda and Seidman 2006). Architectural transformation is associated with technological advancements that drive change initiatives to ensure the functionality of software is adjusted to meet real-time changes. This is a more radical strategy to system change then sustenance as it involves making important changes to the structural plan of the software system (Burge 2008). Most frequently, systems transform from a centralized, data-centric structural design to client-server design. In such scenario, change is necessary to meet the architectural transformations (Hallsteinsen and Paci 1997). Software change is also associated with software re-engineering. Software

Article review about the core proffesssional values of nursing Research Paper

Article review about the core proffesssional values of nursing - Research Paper Example In addition, in order to increase the output of new nurses into healthcare, many universities have been creating streamlined accelerated programs with greater emphasis being placed on technical skills and nursing sciences. This is creating a difficult time for new nursing students to have cultural integration into the workforce. In order to make this transition more effective, the Hunter- Bellevue School of Nursing, Hunter College of City University of New York explored and provided additional integration of CPNVs, Core Professional Nursing Values, in order to help integrate social attitudes and cultural values into the workforce. Altruism, autonomy, human dignity, integrity and social justice were focused on. Main Concepts In many regards, altruism is required to be the key motivational source not only for just nurses, but for anyone pursing a career in the healthcare market. It is the care for others without regard for themselves which makes a great healthcare practitioner; however , with greater economic instability, greed and financial security have replaced this respect to altruism in nursing. In the program, instructors focused on introspection and reflection with students in order for students to understand what was the essence of their driving force. It was also noted that students that received additional academic help and counseling were more eager to help others.

Production Possibility Frontier Essay Example | Topics and Well Written Essays - 500 words

Production Possibility Frontier - Essay Example As indicated on the chart above, points A, B, and C represent the points at which production of Good A and Good B is most efficient. Point X demonstrates the point at which resources are not being used efficiently in the production of both goods, and point Y demonstrates an output that is not attainable with the given inputs (Investopedia, 2000) Production Possibility Frontier assumes that all possibilities are fixed, however over time it may shift in or out depending on the economic situation. Economic growth pertaining to discovery of new resources, improvement of technology, and capital accumulation results to outward shift. On the other hand, inward shift may occur when there is a decrease in supplies and production possibility or deficient technology and resources. Inward shift indicates that the economy is shrinking. In that sense, any burden in the economy such as unemployment, destruction of capital goods, and disturbance in people's lives may lead to such shift. For example, the 1973 oil crisis shocked the Japanese economy which was heavily depended on oil, thereby shifting Japan's PPF inward (Post war). Post war has caused great deal of damage, human and physical capital wise, of which had decreased the production possibility. A PPF is normally drawn as concave to the origin because the extra output resulting from allocating more resources to one particular good

Team Development Module 2 - SLP Essay Example | Topics and Well Written Essays - 500 words

Team Development Module 2 - SLP - Essay Example This will result to increase in organization’s competence on a global perspective. Workers from varied background have different talents and skills which adds value to the organization. In a health set up, diversity may improve the healthcare offered to the patients (Friedman, 2012). This is because, patients feel psychologically contented to share their experiences with people from different cultures (Shipman, 2007). In most hospital organizations, patients come from different diversified groups. For example elderly patients may not be able to disclose their problems to young employees because of the age difference (Findley, 2008). Also, in some cases, some patients may be unwilling to share their experiences with employees from opposite sex. Therefore, it is essential for the healthcare organizations to hire diversified workers who will take care of the needs of diversified clients. Diversity in healthcare organization brings together employees with different experiences and skills. Therefore, the workers are able to share their knowledge and encounters (Findley, 2008). This is essential for the healthcare organization because there is no time they will run short of expertise. The manager of the healthcare organization should always ensure a balance between different groups as a way of creating harmony and success in the organization (Shipman, 2007). Multicultural teamwork in a health organization refers to a situation where the organization has hired workers from different ethnic background (Friedman, 2012). People from different civilization have varied attitudes to work and use different approaches to solve issues in an organization. They have divergent preferences and values which affect the overall performance of the organization. In the modern society, healthcare organizations are experiencing cross-cultural challenges because they receive clients from different

Investment Analysis in a New Hair Product Aroma Oil Assignment

Investment Analysis in a New Hair Product Aroma Oil - Assignment Example Consumer trend: buying smaller and proportionately more expensive packs. Consumer trend: buying smaller and proportionately more expensive packs. Brand loyalty: heavy promotion encourages consumer switching and hampers brand loyalty. Competitors: Spritz from Fructis, Procter & Gamble, L’Oreal group. Consumers: tend to shop for promotions and new products   The total initial investment for installation of Plant and Machinery to manufacture the AROMA hair oil is $ 150,000 and for working capital $50,000. A total investment of $ 200,000 is required for activation of the project. The Operating Expenditure for the year is estimated at $ 1,573,988. The Production capacity of machinery is estimated at 250,000 bottles per month The present value of an initial investment of $ 200,000 invested at 3% at the end of the year will become $ 200000(1+0.03) = $ 206,000. The net return is $ 6,000 only as against $ 205,997 estimated as net profit for the first year after depreciation. The initial investment for installation of this project is $200,000 and its operational cost for one year is as $ 1,573,988. The total cost comes to $1,773,988. The benefits from sales and operational activities are estimated at $ 1,809,985. This yields a net present value NPV of $ 35,997 which is 18% return on Investment. The return on a bank deposit is only 3% per annum whereas in this case, the return on investment is 18% within one single year. The return is very attractive and the scope of growth is very high. There also exist long-term benefits in terms of expansion and addition of new hair care products. It is therefore suggested that the investment for this venture is made for the benefits of  all!

Team Development Module 2 - SLP Essay Example | Topics and Well Written Essays - 500 words

Team Development Module 2 - SLP - Essay Example This will result to increase in organization’s competence on a global perspective. Workers from varied background have different talents and skills which adds value to the organization. In a health set up, diversity may improve the healthcare offered to the patients (Friedman, 2012). This is because, patients feel psychologically contented to share their experiences with people from different cultures (Shipman, 2007). In most hospital organizations, patients come from different diversified groups. For example elderly patients may not be able to disclose their problems to young employees because of the age difference (Findley, 2008). Also, in some cases, some patients may be unwilling to share their experiences with employees from opposite sex. Therefore, it is essential for the healthcare organizations to hire diversified workers who will take care of the needs of diversified clients. Diversity in healthcare organization brings together employees with different experiences and skills. Therefore, the workers are able to share their knowledge and encounters (Findley, 2008). This is essential for the healthcare organization because there is no time they will run short of expertise. The manager of the healthcare organization should always ensure a balance between different groups as a way of creating harmony and success in the organization (Shipman, 2007). Multicultural teamwork in a health organization refers to a situation where the organization has hired workers from different ethnic background (Friedman, 2012). People from different civilization have varied attitudes to work and use different approaches to solve issues in an organization. They have divergent preferences and values which affect the overall performance of the organization. In the modern society, healthcare organizations are experiencing cross-cultural challenges because they receive clients from different

Grammatical aspect Essay Example for Free

Grammatical aspect Essay When my students go through Jose Rizal’s expenses in Europe, they note that his biggest and most regular expenses were for the purchase of books and postage stamps. This is not surprising because we all know that he liked to read and study, and to write home a lot because he was homesick in Madrid. Students also note that he bought 1/10 of a lottery ticket every week. When I ask what he did with a ball of yarn, students reply that Rizal probably had a pet cat, and that he used the yarn to darn the holes in his socks or to tie up the maid for kinky sex. We see ourselves in historical records and I often allow the students to make their own crazy conclusions before drawing them back to the primary source and what it actually says. Other teachers will not allow silly comments in class but I do, hoping that new insight will sometimes be found in a side remark. Rizal’s letters are seldom read because we are so focused on his novels and poetry in a classroom. Yet it is in and through these letters that we see Rizal plain and gain insight into his works. It may be a trivial matter, but Rizal’s letters to family members are the most endearing. Remember 7-11: that Rizal was the seventh child of 11 born to Francisco Mercado and Teodora Alonso. He was the second of two boys in a home dominated, literally, by women. Rizal’s sisters were as prolific as their parents, so he was often told about new additions to the family. In a letter dated Nov. 23, 1883, Teodora Alonso related: â€Å"Now I’m going to mention to you, one by one, my new debts to the Lord. On June 6, 1882, Lucà ­a delivered a baby boy who was named Josà ©. On 15 Sept. 1882, Neneng gave birth to a boy who was named Alfredo. On 14 June 1883, Sisa gave birth to a girl who was given the name Marà ­a Consolacià ³n; on 3 Sept. 1883, Olimpia gave birth to a boy who was named Aristeo; on 24 Nov. 1883, Lucà ­a gave birth to a girl. On the 26[th] of this month, Neneng gave birth to a girl also. Both girls are not yet baptized but they will be on Sunday. Here many die of childbirth but they went through it safely.† One of thememorable characters of â€Å"Noli Me Tangere† is â€Å"Sisa† a name taken from the nickname of Rizal’s favorite sister Narcisa. On Feb. 27, 1886, she wrote: â€Å"I suppose you don’t know yet that I’m now the mother of six children. In this letter you will see the names of the three older ones written by themselves, and of the last ones, the older was Isabel, the deceased one, and the two, one girl and one boy, are called Consolacià ³n and Leoncio Là ³pez, who is as fat as a melon. The children of Sra. Neneng are three: They are called Alfredo, Adela, and Abelardo. Olimpia’s shortly will be three, like Sra. Neneng’s. The two who are not here are called Aristeo and Cesario; the older one called Aristeo, what a lively boy he is! His godfather is Sr. Paciano. He will be a useful boy when he gets older. At the age of two, he already knows a great deal. He is the only consolation of our parents, I tell you, because when you see this child, even if you are angry, you will be obliged to laugh, he is so funny.† One can only imagine what joy Rizal, homesick in Europe, got from letters. Neneng, for example, described Alfredo Porfirio or â€Å"Freding† in a letter dated Dec. 14, 1882, as having â€Å"a well-shaped body, †¦ stout, round-faced, having a sharp nose, small chin and eyes, flat head, bald on the left side. When we go to Manila, we shall have his picture and mine taken and will send them to you.† Lucia Herbosa, in a letter on Nov. 13, 1882, described a son born to her in that year that they named Jose: â€Å"I amuse myself with Josà ©Ã¢â‚¬â„¢s ear, which is like yours. I tell you that it is really like yours, but I pray that the likeness does not stop there, but that he may have your disposition, your goodness , and diligence in good works.† In July 1886 Lucia’s husband wrote Rizal about their daughter Delfina who was suffering from â€Å"a little inflammation of [her] eye, which is the cause of her absence from school. What a pity she did not become a boy! She is bright and very studious. Her mother is always telling her not to read because her inflammation might worsen, but she is so hardheaded.† Imagine a child insisting on reading! Delfina was to figure in Philippine history 12 years later, in 1898, when she assisted Marcela Agoncillo in Hong Kong in the sewing and embroidering of the first Philippine flag. Education was important for Rizal’s nephews and nieces. His brother Paciano, on July 18, 1886, requested him: â€Å"Furnish me with information of the best schools there. We have many nephews, most of them promising. It is a pity that these ones should fall into the hands of teachers who teach unwillingly and do so only for show. It is true that they inculcate in children very sane principles, such as fear and humility, the first being the beginning of wisdom and the second of apostolic and civic virtue, but it is also true that fear and humility lead to dullness.† It is not enough to see Rizal as a doting uncle; one should also appreciate that the Rizal family put a premium on the education of their little ones. It was no better way of investing in the future, for children were the bella esperanza de la patria mia (the fair hope of the motherland). Posted by Nomerson R. Abedoza at 3:31 am THE DEATH OF JOSE RIZAL: Ambeth Ocampo’s Version Editor’s note: The following is the article written by today’s most famous Filipino historian Ambeth R. Ocampo on Jose Rizal’s death. Simply entitled, â€Å"The Death of Jose Rizal,† this historical piece by the current head of the National Historical Institute (of the Philippines) could be deemed refreshing and controversial, as it offers several unpopular and unorthodox accounts of what (presumably) transpired on the day of Rizal’s execution. For one thing, it virtually proclaims that Rizal refused to kiss the crucifix before he was executed, thereby negating the claim of other historians (like Zaide) that the national hero even asked for this Catholic sacramental. Happy reading! THE OBSERVANT WILL NOTICE metal footprints on the pavement running from Fort Santiago to the Luneta in seafront Manila. They resemble dancing patterns, but actually trace the last steps of Jose Rizal as he walked from his prison cell to the site of his execution on December 30, 1896. The Rizal Centennial Commission claims that the footprints are based on Rizal’s actual shoe size. When people ask why the steps are so small, the quick reply is: â€Å"If you are walking to your death, would you hurry?† The slow walk to Bagumbayan field (as Rizal Park or the Luneta was once called) began at 6:30 a.m. on a cool, clear morning. Rizal was dressed in a black coat and trousers and a white shirt and waistcoat. He was tied elbow to elbow, but held up his head in a chistera or bowler hat. A bugler signaled his passage, while the roll of drums muffled in black cloth gave cadence to his gait. From Fort Santiago he took a right turn, and walked along the Paseo Maria Cristina (now Bonifacio Drive), which gave him a view lifting the darkness over Manila Bay on the right, and a last glimpse of Intramuros, shadowed by the missing sun, on his left. He walked between two Jesuits, Father Estanislao March and Father Jose Villaclara. They too were in black – the trademark black hats, tunics, and heavy coats that made the young Rizal and his Ateneo schoolmates refer to them aspaniki (bats, or colloquially perhaps, batmen). Behind Rizal walked the brother of his former bodyguard, Lieutenant Luis Taviel de Andrade, who had vainly defended him in a farce masquerading as a trial. The streets were lined with people who wanted to see the condemned man, since Rizal was many things to different people: â€Å"leader of the revolution,† physician, novelist, poet, sculptor, heretic, subversive. Rizal was a person one could not be neutral about. Like him or hate him, he was a celebrity. Although he was walking to his death, eyewitnesses desc ribe Rizal as serene – a bit pale, not because of fear of his fate, but because he had not had any breakfast. All he had been given were three hard-boiled eggs, which he took to a corner of his prison cell, saying, â€Å"This is for the rats; let them have a fiesta, too.† Then he left his cell. Rizal is said to have nodded left and right to acknowledge familiar faces in crowd. From time to time he smiled, and is said to have made a few jokes, and laughed at these himself because the Jesuits flanking him remained somber. Others noticed his eyes dart quickly from left to right, and some believed that members of his family or the Katipuneros would make a last-ditch effort to save him from death. Was Rizal waiting for help that never came? And perhaps for an opportunity to spurn that help? Had he expected to see his family by the roadside? We will never know more than the fact that he was walking to his destiny. In the clear morning Rizal could probably see as far as Suson g Dalaga, and appreciate the silhouette of a naked woman on the mountain range across from Manila Bay. â€Å"What a beautiful morning!† he said, â€Å"On mornings like this I used to take walks here with my sweetheart.† Before reaching Bagumbayan, he glanced at Intramuros, sighed, and seeing the spires of the church of San Ignacio, said: â€Å"Is that the Ateneo? I spent many happy years there.† The Jesuits’ response is not recorded. Someone had the foresight to take a photograph of the execution. The scene looked like a box, lined, three or four people deep, on three sides. The empty fourth side faced the bay, and the executioners’ line of fire. Eight Filipino soldiers armed with Remingtons formed the firing squad. Behind them stood the drummers and another line of Spanish soldiers with Mausers, ready to shoot the Filipinos if they refused to shoot, or purposely missed their target. When everyone was in place, there was a slight delay because Rizal refused the customary blindfold, and asked to face the firing squad. The Spanish captain who had guided Rizal to the site insisted that he be shot in the back as ordered, because he was a traitor to Spain. Rizal declared that he had never been a traitor to the country of his birth or to Spain. After some coaxing, Rizal finally turned his back, but again refused the blindfold, and furthermore refused to kneel. After all this haggling he made one last request: that the executioners spare his head, and shoot him in the back towards the heart. When the captain agreed, Rizal clasped the hand of Lieutenant Taviel de Andrade and t hanked him once more for the vain effort of defending him before the military court that sentenced him to death. Meanwhile, a curious Spanish military doctor felt Rizal’s pulse, and was surprised to find it regular and normal. The Jesuits were the last to leave the condemned man. They raised the crucifix to his face and lips, but he turned his head away and silently prepared to meet death. The captain raised his saber in the air, ordered his men to get ready, and barked the order: â€Å"Preparen!† This was followed by the order to aim the rifles: â€Å"Apunten!† In the split second before the saber was brought down with the order to fir – â€Å"Fuego!† – Rizal shouted the last two words of the crucified Christ: â€Å"Consummatum est!† (It is done). The shots rang out, the bullets hit their mark, and Rizal executed that carefully choreographed twist that he had practiced years before, which made him fall faced up on the ground. People held their breath as soldiers came up to the corpse and gave Rizal the tiro de gracia, one last merciful shot in the head at close range to make sure he was really dead. A small dog, the military mascot, ran around the corpse whining, and the crowd moved in for a closer look, but were kept at bay by the soldiers who stood in the first row of spectators. After a short silence, someone shouted: â€Å"Long live Spain! Death to the traitor!† The crowd did not respond. An officer approached the person who had shouted, and berated him. To fill in the gap, the military band played theMarcha de Cadiz. It was 7:03 a.m. The show was over. â€Å"The Death of Jose Rizal: Ambeth Ocampo’s Posted by Nomerson R. Abedoza at 3:22 AM Looking Back Fighting over champagne By Ambeth R. Ocampo Philippine Daily Inquirer 11:01 pm | Thursday, May 23rd, 2013 Marcelo H. del Pilar once quoted Jose Rizal as saying, â€Å"Where there are two Filipinos unity is not possible.† We will never know if Rizal was misquoted, but that line should encourage us to do some soul-searching. It is more relevant to us today than another famous line put in Rizal’s mouth about the necessity of looking to the past to achieve one’s goals: â€Å"Ang hindi marunong lumingon sa pinagdaanan, di makararating sa paroroonan.† Rizal never said this; he actually wrote something better, in 1879, as an epigraph to his play â€Å"Council of the Gods.† It goes: â€Å"Con el recuerdo del pasado entro en el porvenir (I enter the future remembering the past).† If our textbooks carried better quotes to live by, the world would be better off. People who think Rizal would have become a good president of the Philippines should think twice. He may have had a high IQ but he lacked EQ. He was respected but was not as well-liked as Plaridel (D el Pilar). If Rizal went into politics today, he would not even be elected barangay captain because he was too serious. He would not sing or dance Gangnam style to woo voters. He would neither cheat nor buy votes. And if Rizal were elected at all, he would surely end up being shot in Bagumbayan all over again! This anecdote narrated by Plaridel to Deodato Arellano in March 1891 is one reason Rizal did not get elected leader of the expatriates in Madrid: â€Å"It is a tradition in the [Filipino] colony to have a fraternal dinner on the night of the 31st of December. In the morning of that day the question of serving champagne was brought up in our lodgings, all the more since the boys had taken a great deal of trouble preparing speeches. A thousand ways were discussed to make champagne available that night, and at lunch time there was a great deal of chaffing about it among ourselves, but I kept my mouth shut, and without saying a word was planning to pay for the champagne myself; I wanted to give them a surprise. No sooner said than done; after lunch I went to Bayo’s house to get hold of some money for the night’s champagne. From Bayo’s house I went, at about three o’clock in the afternoon, to the house of Doà ±a Justa Jugo where we had been invited to tea on the birthday of her son. While I was there Rizal arrived and called me aside to tell me: ‘Before coming here I passed by your house and I saw a resolution being prepared asking you to pay for the coffee tonight.’ ‘Agreed,’ I answered. Imagine, how could I not agree when I had been ready to pay for something more expensive! â€Å"Came the night and the young people, in high spirits as usual, signed a paper which they would not let me read: when we were sitting down to dinner, a resolution, very wittily drafted by Lete, and signed by twenty-five guests (we were all in all thirty-one, I believe) was read out, asking me to pay for the coffee, Cunanan for the cigars, and Rizal and Dominador Gomez (who had not yet arrived) for the champagne. â€Å"I expressed my agreement and so did Cunanan. But Rizal had the good or bad taste to protest and argue. I tried to head off his protest by suggesting that the champagne be paid [for] by Modesto Reyes and Mariano Abella, who had agreed to do so, in addition to those already named; but perhaps because Rizal did not hear me, we being far apart, I at the head of the table and he at the extreme left, with the authors of the resolution at the extreme right, my suggestion for reinforcements was not taken up and, on Rizal’s initiative, he began at the left end of the table to collect one peseta per person to pay for the champagne. In the midst of the hubbub someone approached me and whispered: ‘Mr. Editor, the resolution is withdrawn but we are grateful for your kindness with regard to the coffee; we expected nothing less from your generosity.’ â€Å"I understood the bitterness that Rizal’s protest had aroused. The latter, who was oblivious to it, continued gay and witty while I worried about a quarrel breaking out. The collection of one peseta was paid from the left end to the center, but from there to the right end nobody wanted to contribute. â€Å"Witticisms, very ingenious and wounding, began to be directed against Rizal from the right end, but I took advantage of the fact that Rizal did not seem to realize the point of the jokes and stood up to approach those at the right end and asked them confidentially not to spoil such a brotherly gathering. They all listened to me and there were no more jokes for the rest of the dinner. â€Å"Came the time for the toasts. Dr. Rosario started them off and he was so eloquent in the periodic sentence in which he bewailed the lack of diligence of some in their studies that he drew tremendous applause, but at the end of the clapping Rizal was heard saying: ‘We should be sorry for it, not applaud it.’ This caused some sour looks but it passed.† (Translated from the original Spanish by Leon Ma. Guerrero) It is unfortunate we only have Plaridel’s account of Rizal’s surly behavior. All we know is that the election between them was cooked up shortly afterward, resulting in Rizal’s election after repeated balloting. But Rizal walked out, thus giving the leadership to Plaridel by default. In a letter to Plaridel in October 1891, Rizal referred to this episode with bitterness: â€Å"A glass of champagne has dissolved the idol made of clay. If it was really clay, what does it matter if it is gone?† * * * Comments are welcome at [emailprotected] Read more: http://opinion.inquirer.net/53205/fighting-over-champagne#ixzz2beA8vc4j Follow us: @inquirerdotnet on Twitter | inquirerdotnet on Facebook Looking Back ‘Rizal and me’ By Ambeth R. Ocampo Philippine Daily Inquirer 10:26 pm | Thursday, June 20th, 2013 (Concluded from Wednesday) Why should students endure boring textbook biographies of Rizal when he practically left an autobiography scattered in the 25 volumes of his compiled writing? Here, Rizal and me discuss his mother. JOSE RIZAL (JR): Without her, what would have been my education and my fate? Next to God, a mother is everything to a man. AMBETH R. OCAMPO (ARO): I agree. JR: She taught me how to read, she taught me how to stammer the humble prayers that I addressed fervently to God, and now that I’m a young man, oh, where is the simplicity, the innocence, of my early days? ARO: What else? JR: My mother is called Mrs. Teodora Alonso de Quintos, of the family of Mr. Josà © Florentino [of Ilocos], granddaughter, if I remember correctly. ARO: I think Florentino was her cousin. Perhaps your literary gifts were inherited from Leona Florentino of Vigan who is one of the few women remembered in our early Philippine literary history. Thus, you are also related to her son Isabelo de los Reyes. Let’s not get distracted, please continue. JR: My mother was a woman of more than average education. She was conversant with literature and spoke better Spanish than me. She corrected my verses and gave me good advice in rhetoric. She was a mathematician and read many books. Her father [Lorenzo Alberto Alonso], a deputy in the Cortes representing the Philippines, was her teacher. Her brother [Jose Alberto] was educated in Europe and spoke German, English, Spanish and French. He was also knighted with the Order of Isabel la Catolica. ARO: Was it your mother who taught you to read? JR: My first remembrance concerning letters goes back to my earliest age. I must be very small yet because when they polished the floor of our house with banana leaves, I would still fall, slipping on the shiny surface, as did little skilled skaters on ice. It was still difficult for me to climb up a chair. I went down the staircase step by step, holding on to every baluster, and in our house, as in the whole town, petroleum was unknown. Neither had I seen until that time any quinque lamp, nor had any carriage ever passed through the streets of my town that I believed to be the height of joy and animation. One night, when everybody else at home was already asleep, when the lights in the globes had already been put out by blowing them off by means of a curved tin tube that seemed to me the most exquisite and wonderful toy in the world, I don’t know why my mother and I remained watching beside the only light that in all Philippine houses burned all night long, and that went out precisely at dawn, waking the people with its cheerful hissing. My mother then was still young. After a bath her hair, which she let down to dry, dragged half a handbreadth on the floor, by which reason she knotted its end. ARO: Wow! I have seen 19th-century paintings and photographs depicting Filipino women whose hair reached the floor. My mother once had hair that measured over four feet. As a sign of her freedom from her parents, the first thing she did upon marriage was to cut that marvelous Rapunzel-like hair. Next, she turned my father’s favorite shirt into a basahan (rag). Sorry, please continue. JR: My mother taught me to read in Amigo de los Nià ±os (The Children’s Friend), an old book [by the Abbot Sabatier translated from the original French to Spanish] that [at the time] had become quite rare. It had lost its cover and one of my sisters cleverly covered it again by pasting a thick blue paper, the remnant of the wrapper of a bolt of cloth, on its back. That night my mother was annoyed listening to me read poorly. I didn’t understand Spanish and couldn’t add expression to the phrases. She took the book from me. After scolding me for drawing rude pictures on its pages, she began to read, asking me to follow her example. My mother, when her sight was not yet impaired, read very well. She could recite and write poetry. How many times during Christmas vacation afterward, she corrected my poems, making very apt observations. I listened to he r full of childish admiration. I marveled at the ease with which she read sonorous phrases from the same pages that cost me so much effort to read and that I deciphered haltingly. Perhaps my ears soon got tired of hearing sounds that meant nothing to me. Perhaps due to my natural distraction, I lacked attention to the reading and watched more closely the cheerful flame around which some small moths fluttered with playful and uneven flight. Perhaps I yawned, and my mother noticed I had lost interest. She stopped reading and said to me: â€Å"Now I’m going to read to you a very pretty story. Listen.† ARO: Ah, the famous story of the gamu-gamo known by all Filipino children. Prewar â€Å"Philippine Readers† carried illustrations by National Artist Fernando Amorsolo, one of you and your mother reading. Who else told you stories when you were a boy? JR: We would go to the azotea or to some window where the moon could be seen, then my aya would tell us stories, someti mes sad and at other times happy, in which skeletons and buried treasure, and trees blooming with diamonds, were mingled in confusion, all born of an Oriental imagination. Sometimes she told us that men lived on the moon, or that the markings we could see on the moon were nothing else but a woman forever weaving. The publication of â€Å"Rizal and me† is forthcoming. * * * Comments are welcome at [emailprotected] The Auxiliary Verb Recognize an auxiliary verb when you see one. Every sentence must have a verb. To depict doable activities, writers use action verbs. To describe conditions, writers choose linking verbs. Sometimes an action or condition occurs just once—bang!—and its over. Nate stubbed his toe. He is miserable with pain. Other times, the activity or condition continues over a long stretch of time, happens predictably, or occurs in relationship to other events. In these instances, a single-word verb like stubbed or iscannot accurately describe what happened, so writers use multipart verb phrases to communicate what they mean. As many as four words can comprise a verb phrase. A main or base verb indicates the type of action or condition, and auxiliary—or helping—verbs convey the other nuances that writers want to express. Read these three examples: Sherylee smacked her lips as raspberry jelly dripped from the donut onto her white shirt. Sherylee is always dripping something. Since Sherylee is such a klutz, she should have been eating a cake donut, which would not have stained her shirt. In the first sentence, smacked and dripped, single-word verbs, describe the quick actions of both Sherylee and the raspberry jelly. Since Sherylee has a pattern of messiness, is dripping communicates the frequency of her clumsiness. The auxiliary verbs that comprise should have been eating and would have stained express not only time relationships but also evaluation of Sherylees actions. Below are the auxiliary verbs. You can conjugate be, do, and have; the modal auxiliaries, however, never change form. Be| Do| Have| am is are was were being been| does do did| has have had having| Modal Auxiliaries [Never Change Form]| can, could, may, might, must, ought to, shall, should, will, would| Understand the dual nature of be, do, and have. Be, do, and have are both stand-alone verbs and auxiliary verbs. When these verbs are auxiliary, you will find them teamed with other verbs to complete the verb phrase. Compare these sentences: Freddy is envious of Beatrice’s steaming bowl of squid eyeball stew. Is = linking verb. Freddy is studying Beatrice’s steaming bowl of squid eyeball stew with envy in his eyes. Is = auxiliary verb; studying = present participle completing the verb phrase. We did our homework for Mrs. Long. Did = action verb. We’re not slackers! We did prepare our homework for Mrs. Long. Did = auxiliary verb; prepare = main verb completing the verb phrase. Selena has twelve orange goldfish in her aquarium. Has = action verb. Selena has bought a catfish to help keep the tank clean. Has = auxiliary verb; bought = past participle completing the verb phrase. Form progressive tenses with the auxiliary verb be. All progressive tenses use a form of be. Present progressive follows this pattern: am, is, or are + present participle Use the present progressive tense to convey an action or condition happening right now or frequently. I am baking chocolate-broccoli muffins today. Am = auxiliary verb; baking = present participle completing the verb phrase. Alex is sitting at the kitchen table, anticipating his first bite. Is = auxiliary verb; sitting = present participle completing the verb phrase. Alex must wait a while longer because the muffins are cooling by the window. Are = auxiliary verb; cooling = present participle completing the verb phrase. Impatient Alex is always waiting to taste whatever I cook. Is = auxiliary verb; waiting = present participle completing the verb phrase. Past progressive follows this pattern: was or were + present participle Use the past progressive tense to show either 1) an action or condition that continued in the past or 2) an action or condition interrupted by another. Naomi was hoping for an A in her organic chemistry class. Was = auxiliary verb; hoping = present participle completing the verb phrase. Unfortunately, Naomis lab reports were missing the nutritional data on chocolate-broccoli muffins. Were = auxiliary verb; missing = present participle completing the verb phrase. While Naomi was obsessing about her grade, Jason shared the data that she needed. Was = auxiliary verb; obsessing = present participle completing the verb phrase. Future progressive looks like this: will + be + present participle Use the future progressive tense to indicate an action that will continue in the future. I will be growing broccoli in the backyard this spring. Will, be = auxiliary verbs; growing = present participle completing the verb phrase. Soon, Alex will be eating organic chocolate-broccoli muffins! Will, be = auxiliary verbs; eating = present participle completing the verb phrase. Form passive voice with be. You can make any transitive verb—an action verb that can take a direct object—passive with the auxiliary verb be. Active voice looks like this: subject + verb + direct object. Here are some samples: We licked our lips. Frank devoured a bacon double cheeseburger. Everyone envied his enjoyment. Passive voice makes these changes: direct object as subject + form of be + past participle + by + subject as object of the preposition. Now read these revisions: Our lips were licked by us. The double bacon cheeseburger was being devoured by Frank. His enjoyment was envied by everyone. Notice how wordy and clunky passive voice is! Now you know why English teachers tell you to avoid it! Form perfect tenses with have. All perfect tenses use a form of have. Present perfect follows this pattern: has or have + past participle Use the present perfect tense to convey an action or condition that began in the past but continues [or is finished] in the present. Marge has bought earplugs to drown out her husbands snoring. Has = auxiliary verb; bought = past participle completing the verb phrase. The earplugs have saved Marges marriage to George. Have = auxiliary verb; saved = past participle completing the verb phrase. Past perfect follows this pattern: had + past participle Use the past perfect tense to show that one action in the past occurred before another. Because Marge had purchased the earplugs, she no longer fantasized about smothering George with a pillow. Had = auxiliary verb; purchased = past participle completing the verb phrase. Future perfect follows this pattern: will + have + past participle Use the future perfect tense to indicate that an action will be finished in the future. This Sunday, Marge will have gotten an entire week of uninterrupted sleep. Will, have = auxiliary verbs; gotten = past participle completing the verb phrase. Form emphatic tenses with do. When you use a form of do as an auxiliary verb, you form the emphatic tense. This tense is useful for asking questions or emphasizing an action. The patterns look like these: form of do + main verb form of do + subject + main verb ? I did not eat your leftover pizza! Did = auxiliary verb; eat = main verb completing the verb phrase. Do you always accuse the first person you see? Do = auxiliary verb; accuse = main verb completing the verb phrase. Doesnt the evidence point to Samuel, who still has a bit of black olive stuck to his front tooth? Does = auxiliary verb; point = main verb completing the verb phrase. Understand the job of modal auxiliary verbs. Modal auxiliary verbs never change form. You cannot add an ed, ing, or s ending to these words.Can, could, may, might, must, ought to, shall, should, will, and would have only one form. You can use modal auxiliary verbs in these patterns: modal + main verb modal + be + present participle modal + have + past participle With modal auxiliaries, you can indicate necessity or obligation: To lose her orange glow, Yvonne should eat fewer carrots. John must remember his wifes birthday this year. If Cecilia wants a nice lawn, she ought to be raking the leaves. Or you can show possibility: Fred might share his calculus homework if you offer him a slice of pizza. Ann could have run the half marathon if she had started to train four months ago. Modal auxiliaries also show willingness or ability: Nicole will babysit your pet iguana for a reasonable fee. Jason can pass chemistry this semester if he stops spending his study time at the arcade. Your answers were:| 1. I will have the soup| Main Verb Auxiliary Verb| 2. Police are investigating the incident| Main Verb Auxiliary Verb| 3. It is very peaceful here| Main Verb Auxiliary Verb| 4. Where does your brother work?| Main Verb Auxiliary Verb| 5. They have decided to advertise your job| Main Verb Auxiliary Verb| 6. He does his homework on the way to school| Main Verb Auxiliary Verb| ReviewAuxiliary verbs always occur with a main verb, but main verbs can occur alone. So the main verbs in this exercise are in (1), (3), and (6). In (1), the main verb have has the modal auxiliary will before it. In (3), the main verb isoccurs without any auxiliary it is a simple present tense verb, third person singular. In (6), does is a main verb, without any auxiliary.The other highlighted verbs are auxiliaries. In (2), the progressive auxiliary are comes before the main verbinvestigating.In (4), does is the present tense form, third person singular, of the dummy auxiliary do. Here it is used to form a question, and the main verb is work.In (5), have is the perfective auxiliary, and the main verb is decided.This exercise shows that the verbs be, have, and do can be both auxiliaries and main verbs. It is easy to distinguish between the two uses if you apply a replacement test. For example, in He does his homework we can replace the main verb does with other main verbs:He does his homework ~He writes/scribbles/loses his homeworkBut this does not work if the verb were replacing is an auxiliary:Where does your brother work? ~*Wherewrites/scribbles/loses your brother workNow try the same test with the following pair:Main Verb: I will have the soup Auxiliary Verb: They have decided to advertise|

Sole Traders, Partnerships and Limited Companies Comparison

Sole Traders, Partnerships and Limited Companies Comparison ADVANTAGES OF SOLE TRADERS: * Economical and easy to set up a new firm. Not much capital is required. * The sole trader has the total control over its firm. The owner has the, hand-on approach over its business; he doesnt need to consult with anyone. * The owner being the sole trader, keeps all the profit. * The business dealings are confidential, competitors cannot look into the accounts of the owner. DISADVANTAGES OF SOLE TRADERS: * Risk of indefinite liability. Incase of any debts, the owner is forced to sell its personal assets. * Sole traders find difficult to enjoy economics of scale. * Since the firms are small, banks will not lend them large sum of money and will be inefficient to use any other long-term finances. * Problem of continuity occurs, if the owner dies or retires. PARTNERSHIPS: a partnership is an agreement between two or more people to form a business. Profits and losses of a business are shared by each person who contributes money, assets, labour and skill. Example, doctors, dentists etc. ADVANTAGES OF PARTNERSHIPS: * It brings more flexibility as more people can contribute in the capital * Responsibilities are shared between the partners. It allows for specialization, where ones strength can complement anothers. * By introducing new partners, expanding becomes easier. * Reduction in risk of losing money, as costs can be shared among partners. DISADVANTAGES OF PARTNERSHIPS: * Dispute among the partners, can affect the decision-making process. * Partnership duration is always uncertain. * Partners are jointly and individually responsible for the debts of firm. * exploitation of resources can be raised among partners. LIMITED COMPANY: it is a legal entity. All limited companies are incorporated. They can sue or own their assets in their own right. (bbc.co.uk, 2009). It is owned by the shareholders. ADVANTAGES OF LIMITED COMPANY: * It provides limited liability to shareholders. The shareholders are not individually responsible for firms debts. * Despite of deaths, resignations, the company continues. * Name of the company is protected and has supple borrowing powers. * Management interests and obligations are defined. Shareholders and investors are easily assimilated. DISADVANTAGES OF LIMITED COMPANY: * Possibility of takeover or merger as shares can be bought by anyone. * Disputes between, shareholders and board of directors regarding the interests. * Increase in paper work and different rules. A budget is a dominant tool that helps a business to take better decisions. It is most efficient tool to direct the cashflows. A budget is planned to * Manage finances. * Assures continuity of funds for current commitments and for future projects. * Enables to make financial decisions. The basic budget factors that a business should consider are: * Projected cashflow: the cash budget tells about the future cash position on monthly basis. * Projected costs: this includes costs of production, sales and marketing costs, business administration and operation costs, fixed, variable and semi-variable costs. (entrepreneur, 2004) * Projected revenues: sales or revenues calculations are based on amalgamation of businesss sales history. Through this, business can also prepare projected profits for the next 12 months. * Collective profits and losses: each month, profit and losses are added, this total tell when the business will break even and begin earning a profit. (entrepreneur, 2004) TIM O NEIL, the founder of TT vision would also have considered the points mentioned above, when he started his business. KEY SOURCES OF FINANCES ARE: * Bank loans and mortgages: suitable for medium-sized firms. Banks can lend large sum of money for a long period of time. Rate of interest is attached to the loans. * Overdrafts: right to be able to withdraw money you do not presently have. Provides flexibility and interest is paid on the amount withdrawn. * Trade credit: it enables the firm to have access to flexible amount of funds for a short duration. High limits and interest are charged on the amount borrowed. * Venture capital: they are set-up to invest in developing countries. They offer capital to help businesses grow. * Lease: it means businesses are paying for the use of a product but do not own it. ( bized.co.uk, 2009) The Business idea can be cafà © shop can turn into a business proposition. The start-up finance for the business can be sourced out ones personal assets like money held in banks, home equity loan which is quick and inexpensive for borrowers. Finances can also be arranged through banks, credit cards to setup a franchise. Land can be hired through lease. BIBLIOGRAPHY (2009).Budgeting and business planning [Internet].Available from: [Last accessed 15 December 2009]. Tracy, B. (2004).Drafting Your Budget [Internet].Available from: [Last accessed 15 December 2009]. (2009). Sole traders and partnerships [Internet].Available from: [Last accessed 14 December 2009]. (2009).Advantages of a Limited Company [Internet].Available: [Last accessed 14 December 2009]. (2009).Public and Private Limited Companies [Internet].Available from: [Last accessed 14 December 2009]. (2009).sole trader [Internet].Available from: [Last accessed 14 December 2009]. (2009).sources of finance for business [Internet}.Available from: [Last accessed 17 December 2009].