The Sacrifice; an Analysis of Language in Alice Walkers...

â€Å"The Sacrifice†: An Analysis of Language in Alice Walker’s Roselily PAPER # 6 LANGUAGE Kati Martinez 03/03/2013 In Alice Walker’s Roselily, our main character (Roselily) is a mother of three residing in Mississippi. She questions her actions to marry a man of a different religion, but knows that the marriage will give her a (limited) sense of freedom, and will give her children an opportunity to lead better lives. The story’s central idea reveals that sometimes the love and concern for others can lead to the sacrifice of one’s own happiness. One of many literary devices that Walker uses is imagery. The use of similes and metaphors occur frequently to reveal the character of Roselily to readers. â€Å"Like cotton to be weighed†Ã¢â‚¬ ¦show more content†¦Ã¢â‚¬Å"She wishes she had asked him to explain more of what he meant. But she was impatient†¦to be done with sewing. With doing everything for three children, alone†¦Ã¢â‚¬  (1125, 3), and â€Å"Respect, a chance to build. Her children at last from underneath the detrimental wheel. A chance to be on to p† (1124, 2) both reveal the motives behind getting married to this man, despite the religious conflict. She is torn between the pros and cons of this new life. It’s although she is trying to convince herself, but the negative thoughts just keep surfacing. Yet another literary device used by Walker is symbolism. There are three major symbols in this story, and each are contextual. The first major symbol is Chicago. â€Å"In Chicago, a word she hears when thinking of smoke†¦she sees hovering over the heads of the clean neighbors in her front yard black specks falling, clinging, from the sky. But in Chicago.† (1124, 2), and â€Å"Respect, a chance to build†¦a chance to be on top. What a relief, she thinks.† (1124, 2) are opposing views of Chicago. For Roselily, Chicago represents a new start to a new life; an opportunity. It also represents a change, from the beautiful country of Mississippi to the urbanized city of Chicago, where it rains black sp ecks. Another symbol is her new spouses’ religion. Although it isn’t said what his religion is, the reader can assume it’s

Tesla Motors, Inc. Essay - 1673 Words

Tesla Motors, Inc. was founded In 2003 by Elon Musk, Martin Eberhard, Marc Tarpenning, JB Straubel and Ian Wright. The name Tesla came from the engineer and physicist Nikola Tesla. Tesla designs, develops, manufactures, sells advanced electric vehicles and electric car components In the United States and internationally. It also develops electric components and electrical systems for other automotive companies.Tesla started to get the attention of the world when they produced the first electric sports vehicle, The Roadster, based at a price of $109,000 dollars In 2008. Between the years of 2008 and 2012, Tesla sold 2,250 Roadsters. Tesla has stopped all production on the Roadster since then to focus on advancing the company to more the average consumer. Next, came the Model S, an electric luxury sedan which debuted In the United States In 2012 and Is American made In California. The Model S, base priced at $57,000 dollars, was the first of It’s kind bringing the luxury of a Me rcedes-Benz and combining It with a electric battery to give you 208 to 315 battery miles without refueling or charging. The Model S Is the second-best-selling plug-in electric vehicle behind the Nissan Leaf. Tesla decided to go ahead and develop the first electric SUV, called the Model X In 2015. In march of 2016 Tesla revealed It’s next car, called the Model 3. The Model 3 Is only going to cost consumers $35,000 and Is on track to be released In 2018. Only one week after Tesla announced the Model 3,Show MoreRelatedTesla Motors, Inc. Essay1578 Words   |  7 PagesTesla Motors, Inc. was founded in 2003 and joined the automobile industry out of Silicon Valley. The company is located in 30 different countries with 18 stores worldwide (Mangram, 2012, p. 296). Tesla Motors entered the automobile industry from a different approach in manufacturing automobiles. The company began designing, manufacturing, and marketing battery electric vehicles (BEVs) making Tesla the only manu facturer to sell a zero-emission sports car, the Tesla Roadster (Mangram, 2012, p. 296)Read MoreTesla Motors, Inc.1487 Words   |  6 PagesTesla Motors, Inc. was established in 2003 by the engineers with important mission: to change status quo and prove that electric car could change the automotive industry and the way how people travel every day, while providing luxury, eco-friendly and sustainable solution to decrease the impact of transportation on the environment. Tesla Roadster, the very first product of the company, released in 2008 was designed as electric, zero emission but luxury sports car that with great performance of 0-100Read MoreTesla Motors, Inc.1520 Words   |  7 PagesTesla Motors, Inc. is the world leading electric automotive and energy storage company with several models of cars: The roadster, Model S, and the newly introduced Model X. The company was founded by Elon Musk. The company strives to provide clean energy driving and has set sights on providing the affordable electric car driving experience. It has undergone several rounds of funding with the Elon Musk funding the first round himself, The company was listed on the NASDAQ and is now a publicly tradedRead MoreTesla Motors, Inc.3473 Words   |  14 PagesTesla Motors is an innovative corporation that is empowered to create new technologies by focusing on its impressive mission â€Å"to accelerate the world’s transition to sustainable energy (About Tesla, 2017).† The company has been pushing the industry’s boundaries to keep the world moving forward in an environmentally safe and energy sustainable fashion which is extremely important for our planet’s future. â€Å"Tesla Motors, Inc. engages in the designing, development, manufacturing and selling of electricRead MoreTesla Motors, Inc.1488 Words   |  6 PagesTesla is an American automotive and energy Storage Company that not only manufactures and design EV’S but also manufactures electri c powertrain components and battery products. The company believes that after a century of invention of internal combustion engine, automobile manufacturers face a wide challenge in the industry. The gasoline fuelled car has created environmental issues and forces the nation to import more oil from foreign nation’s thus selling fuel at volatile prices to the consumersRead MoreTesla Motors, Inc.1172 Words   |  5 PagesTesla Motors, Inc. is an American automotive and energy storage giant firm that designs and manufactures electronically powered cars, their components and battery products. Tesla Motors is a public company that trades on the NASDAQ stock exchange under the symbol TSLA. Tesla reported profit in first quarter of 2013, which was first time ever in their history. Since its foundation in 2003, Tesla Motors has recorded most noticeable breakthroughs in the market of electric vehicles by their own developedRead MoreTesla Motors Inc. ( Tesla )2126 Words   |  9 Pages Introduction Tesla Motors Inc. (Tesla) was founded in 2003 by a group of engineers in Silicon Valley. Tesla has been in the business of designing and manufacturing fully electric vehicles (EVs). The company’s name came from Nikola Tesla, who influenced the design of the powertrain for their first vehicle. Tesla’s CEO is Elon Musk, he had a few goals for his company. First, was to build a sportscar. The next goal was to use that money to design and sell a more affordable car. And then use that moneyRead MoreTesla Motors, Inc.3024 Words   |  13 Pages1. INTRODUCTION TO TESLA Tesla Motors, Inc. is a US based company that designs, develops, manufactures and sells electric vehicles, electric vehicle powertrain components, and energy storage systems. The company was incorporated in July 2003 by Marc Tarpenning and Martin Eberhard. The company launched its IPO during 2010. Currently the company is listed at NASDAQ. Tesla Motors has wholly owned subsidiaries in North America, Europe and Asia. These subsidiaries market, manufacture, sell and/or serviceRead MoreTesla Motor, Inc. Essay3633 Words   |  15 PagesI. Company Overview Tesla Motor, Inc. is an American automaker focused on selling electrically powered vehicles without compromising quality of transportation. The company began selling cars in 2008 with the Roadster and became publicly traded in 2010. Today, there are many players within the automobile industry. The company was, â€Å"founded in 2003 by a group of engineers in Silicon Valley who wanted to prove that electric cars could be better than gasoline-powered cars. With instant torque, incredibleRead MoreThe Making Of Tesla Motor Inc. Essay1205 Words   |  5 Pagestime-consuming investment to extent that it is not present in the systems architecting process. It is important that all the necessary factors are appropriately accounted for and avoid the pitfalls in the system. 2.1 Application in the making of Tesla Motor Inc. Tesla Motors development program was initiated with a prototype development of an electric car by Martin Eberhart in 2002 known as the T-Zero. While making a prototype of this model, the objective was to beat the traditional internal combustion engines

The Eight Miracle Signs in John Free Essays

The Eight Miracle Signs in John Jesus performed eight particular miracles in the Gospel of John that revealed His deity. These miracles are unique to study because they all serve towards showing us that Jesus is Divine. They also show different aspects of Jesus’ divinity. We will write a custom essay sample on The Eight Miracle Signs in John or any similar topic only for you Order Now Seemingly these miracles were purposeful in their intent towards showing those present with Jesus, and millions that have followed, aspects of Jesus’ power and mission. These miracles serve as a witness to all of us of Jesus’ authority. They also provide comfort when we reflect on the fact that nature, spirit and life all are in His control and hand. Jesus turned the water into wine in John 2:1-11. This was the first visible manifestation of God in Christ. It is interesting that it happened at a wedding. Jesus shows that life with Him happens in our normal day to day activities. It was not performed in a temple or tabernacle, but rather among friends. It was Mary the mother of Jesus who encouraged the miracle to happen. This might show us that God uses our relationships to pull out of us the treasures God puts in us. This miracle shows us that Jesus has power over creation. He takes water and makes it wine. It obeys Him. The water itself is under the control of Christ. One can not help but reflect in the fact that Jesus was present in creation. [1] This miracle is reminiscent of the creation story. In the beginning God moved over the deep. He created out of water. Jesus now initiates His ministry with a miracle with water. The second sign miracle was the healing of the nobleman’s son in John 4:46-54. A man came and called out to Jesus while He was in Cana of Galilee. The man had a son that was sick. This man obviously loved His son. The nobleman asked Jesus to speak a word of healing. The nobleman had enough faith that he felt like a visit was unnecessary. This miracle proved Christ’s authority over space. Space did not limit Jesus. He has all power in heaven and earth. As it was on that day, it is now. Christ reaches anywhere. The third sign miracle concerns the healing of a lame man in John 5:1-9. The lame man had been unable to pursue healing or help for years. Jesus came by on the Sabbath and asked if the man wanted to made whole. Jesus then told the man to rise and pick his bed up and walk. Under the healing authority of Jesus, the man did. The religious people were furious. The Sabbath had been violated by this lame man picking up his bed! This miracle might represent Jesus divine authority in a few way. Maybe it hints that Jesus is primary over religion and tradition. It definitely shows that Jesus has power over time. Christ knows when and what to do. God knows when to move. The fourth sign in the feeding of the five-thousand in John 6:1-14. A massive group traveled to hear Jesus speak. They walked just to hear Him. The problem is that there was no food for all of these people. The disciple Andrew found a young boy’s lunch and brought it to Jesus. Jesus blessed it and broke it and started to pass it out. Everyone ate. There were even leftovers. This miracle shows that Jesus has power to provide. Even in the food arena. Dr. Towns mentions that it shows that God uses what we give Him and does His work to provide. [2] God has all power and He can provide anything we need. This miracle speaks deeper to the events to come when Christ will be blessed, broken and then passed out to feed the souls of men. The fifth sign comes when Jesus walks on the water in John 6:15-21. There had been a wonderful day of miracles and words from Jesus, but now it is night and Christ has told His disciples to go to the other side of the lake by boat. Huge winds and waves came against the boat in the middle of the night. Jesus, however was walking on the water when the disciples spotted Him. Jesus calmed everything and took them immediately to the other side. This miracle shows God’s power of natural laws. The winds and storms obey His voice. The water held Jesus like a sidewalk holds us. All because He has all power. He also caused the entire ship to be transported to the other side. Jesus has all power over natural laws. The sixth miracle sign is the healing of the blind man in John 9:1-12. Jesus and the disciples were walking and passed a blind man. This man, the writer tells us, was blind from birth. In fact, there is some perplexing on behalf of the disciples on wether this is the man’s fault or his parent’s due to sin. Jesus makes clay and tells the man to wash his eyes and the man is healed. This miracle shows God’s power over physical laws. Jesus has all power over physical laws. He heals the blind man’s old eyes much like He made the first man’s eyes. Adam was made from the dust and now Christ makes this man’s eyes â€Å"new† by using dust, spit and authority with power. It shows Christ’s power then and now. The seventh sign miracle was Lazarus being raised from the dead in John 11:1-44. Lazarus was a friend and had been dead for four days. Jesus seemed to purposefully wait until the time of Lazarus’ death and burial. Many of Jesus friends are there. Mary and Martha have partial faith. One believes Jesus could have changed it if He had arrived earlier, and the other believes Jesus can perform it at the Resurrection. Jesus, however, shows that He has power now. All things are under His control. He shows them that He is able, presently, to perform what they wish He could have done in the past and hope He can do in the future. This miracle shows the power of Christ over death. He has power over death itself and the grave. This sign shows that Jesus has the power to give life as a gift. [3] The eighth sign miracle was the amazing catch of fish in John 21:1-11. After Jesus’ resurrection He visited the shore while the disciples were fishing. They had been having trouble all night and had not been able to catch anything. Jesus advised the disciples to try the other side of the boat. The result was a miraculous catch of fish. This miracle showed complete power. It showed that all of the other miracles were fulfilled and found in Jesus. This miracle showed that He was over all things. This is also the miracle that follows the resurrection of Jesus. This miracle was proof, then and now, that Jesus had risen with full power. He shows power over death and nature. He is truly the Son of God. All of these show that Christ has all power. He holds all things and all things are for Him. Jesus deity is proven by the resurrection, but these sign miracles reveal different aspects of His deity. Because of this He can identify with us and provide for us. When we trust in Him it is not our life but His life through us. [4] These precious truths and stories bolster our faith in Christ. Jesus has power over creation. We serve a God that calms storms with His voice. Sicknesses and diseases listen to His will. Time can not change Him or stop Him. Jesus is not limited by space. He can provide anything we need. And the final enemy death was overcome by our Savior. All things are His and we are in His hand. Bibliography John 1:3 Towns, Elmer. The Gospel of John: Believe and Live. (Ed. Mel and Ed Hindson Couch. Chattanooga: AMG Publishers), 2002. Morris, Leon. Jesus is the Christ. (Wm. B. Eerdmans Publishing Company: Grand Rapids, 1989). 40 Towns, Elmer. Theology for Today. (Cengage Learning: 2008). 244 ———————– [1] John 1:3 [2] Towns, Elmer. The Gospel of John: Believe and Live. (Ed. Mel and Ed Hindson Couch. Chattanooga: AMG Publishers), 2002. [3] Morris, Leon. Jesus is the Christ. (Wm. B. Eerdmans Publishing Company: Grand Rapids, 1989). 40 [4] Towns, Elmer. Theology for Today. (Cengage Learning: 2008). 244 How to cite The Eight Miracle Signs in John, Papers

Management Accounting Perspectives in Management Control

Question: Discuss the role of management accounting in an organisation (make comparisons to financial accounting). Discuss the classification of costs by function (production, non-production); by type (direct, indirect); by behaviour (fixed, variable, stepped fixed) and relevance. Provide examples and diagrams where necessary. Discuss the FIFO (First In First Out) and LIFO (Last In First Out) methods of inventory valuation making comparisons between them. Discuss the concept responsibility accounting. Your discussion must include responsibility centres cost, revenue, profit and investment centres. Answer: Introduction: Management accounting is a method used to analyze an entitys financial information and plan accordingly for fulfilment of the organisational objectives (Kaplan and Atkinson 2015). Further, it has been defined as the process of identifying, presenting and interpreting economic information which are significant for financial judgement procedures or firms decision making approach. In order to prove that management accounting belongs to the accounting information system, this report will provide a detailed overview of each activity used for strategies, decision-making and resource optimization, employee information, planning for assets protection and control of activities and so on. The main purpose of this report is to illustrate the function of the management accounting in an organisation and provide sufficient information for different users which will help users to understand that the management accounting concept is completely different from the financial accounting. This report will explore how management accounting helps in cost control and performance evaluation process by collection of financial data, record maintenance and report from separate units of the organisation, understanding and examining their budgets and takes suggestive actions for that. By analysing costs in different dimensions, the users will get a clear idea about their significance in the cost evaluation approach of a particular organisation. Role and Purpose of the Management Accounting: Management accounting refers to a function of tracking the internal cost for any business process that helps a firm, organisation or an individuals decision-making approaches relating to production, operation and investment in market (Goetsch and Davis 2014). The management accounting explores three major activities that help managers to attain efficiency and effectiveness of the business goals (Drury 2013). The primary activities are planning, directing and controlling (Bebbington, Unerman and O'Dwyer 2014). The process of the management accounting is to create and using quality of costs to make several effective decisions within the firm. Many people have contributed in the process. The operational efficiency is completely depends on the internal audit department who has the responsibility to reviewing the cost control efficiency within the organisation (Chua, Lowe and Puxty 2015). On the contrary the financial accounting is mainly providing information to the outside stakeholders such as governments, shareholders, creditors for evaluating the financial performances of the organisation. This financial information helps in their decision making like management accounting. Conceptually, management accounting and financial accounting deals different issues of the organisation, This management accounting evaluates internal management system of the organisation whereas the financial reports are analysed periodical values for making appropriate financial decisions regarding investments of an enterprise. However, financial accounting has to maintain standards such as IAS, GAAP for statutory accounts maintenance while management accounting is completely internal management driven. The above mentioned three primary activities are as follows: Planning: Planning procedure should be undertaken before management takes decisions regarding what needs to be done, how it will be done and who will do it. Planning involves establishing the objectives of an organisation and formulating relevant strategies after examining the prior to the past financial records so that future decisions can be made (ValanÄ iene and GimÃ…Â ¾auskienÄ— 2015). For example, managers need to know the previous sales volume for setting the latest one. Measuring: In order to verify the actual position of the company, the management accounting provides two or more alternative choices. However, the effectiveness of these measuring activities depends on reliable information which is relevant to compare the different courses of actions available in the internal management system of the organisation. By this, users get a clear about what consequences might be of choosing each of them. Controlling: The information relating to the actual results have been used for controlling internal costs by enhancing performance measurement standards. The managers shall take the decision regarding the budget planning and the feedback loop is illustrated in the following diagram. Diagram 1: The management accounting process of planning, measuring and control (Source: Created by author) Costs classification: Cost can be classified by function, type, behaviour and relevance. Here are as follows: By function: There are two types of costs divided by its function: Cost of production and Cost of commercial. Commercial costs can be sub-divided into production costs, administrative costs, selling and distribution costs, research and development costs (Shepherd 2015). Production costs represent the total manufacturing costs. This costs also segregated by direct and indirect cost of production. The direct material cost is the direct production cost example. On the other hand, commercial costs comprises with all operating costs of the business such as transportation costs, audit fees and so on. By types: Costs can be segregated by nature into three types: material, labour and overhead. The material cost related to those materials that are used for production like cost of fuel, packing material costs and so on (Kaplan and Atkinson 2015). This can be classified into two parts: direct material costs and indirect material costs. On the other hand, the labour related costs are recorded under the labour costs like incentives of employees. This can be further segregated into direct and indirect labour costs. The overhead costs are related to indirect factory costs like indirect material, depreciation and so. In other words, the overhead costs are essential for daily business operations but these are not directly attributed to any particular business activities, services, products like property taxes, utilities, salaries for administrative peoples and so on. By behaviour: under this section, the costs can be divided as fixed, variable and semi variable costs. Fixed costs are those, which remain unchanged with time irrespective of production volume like rent of the factory, insurance and so on. Here the cost of units tends to fluctuate with the production. Therefore, fixed costs are those expenses that have to be paid by the enterprise, irrespective of the companys financial positions. On the contrary, variable costs maintain the direct association with its unit (Salako and Yusuf 2016). Variable costs are those costs that directly varies on the production volume of the business. The cost of variable increases or reduces to the production volume such as direct labour is the most common cost of variable. Lastly, certain costs are used as fixed as well as variable costs. These costs are considered as semi-variable costs. For example, the electricity bill where the minimum amount per month is $40 for 100 units is fixed costs whereas excess consumption amount will be treated as variable portion of that bill. By relevance: Cost can be classified by relevance in decision-making: Sunk costs, Opportunity costs, and out of pocket costs (Shepherd 2015). The costs incurred in past is called sunk cost or historic cost. On the other hand, the substantial benefits that are given up when another option is selected are termed as opportunity costs. However the sunk costs and opportunity costs are co-related because it is a past opportunity costs such as research and development costs, cost of inventory because these are already incurred. Furthermore, out of pocket costs are relevant for decision-making and needs for ascertaining the future outlays of cash. Valuation of Inventory: The main issue regarding the inventory is the determination of the value at which it is incurred in the financial statements until the revenue is generated (Cook, Huston and Kinney 2012). According to the accounting standard, if the inventory is properly valued, revenues and expenses cannot be appropriately matched which would make difficult for organisations in decision-making. However, companies may have options for the valuation of inventory such as Last-in-first-out, First-in-last-out Average cost method. Here companies need to select which accounting method would be apt for the company. This decision will directly impact the statement of records in an organisation. FIFO method: Generally, an inventory is purchased or manufactured at different rates over an accounting period. Under the First in first out takes those items which are initially acquired. The rest of the items will be evaluated at the recent incurred costs, so that inventory assets recorded on the statement of financial record contains cost quite close to the cost, which could be obtained in the marketplace (Kaplan and Atkinson 2015). However, the main drawback of the FIFO method is that the actual flow of inventory is difficult to understand in this pattern (Goetsch and Davis 2014). It means when production costs are rise, the company is normally used this method to report COGS which do not show what actual cost of materials at the time of financial statements are released. Example of FIFO method: A Ltd purchased 12 motors and sold 5 motors during the year. Details are as follows: March 1 purchased 6 motors @ $40 each March 4 sold 3 motors March 9 purchased 6 motors @ $55 each March 13 sold 2 motors The value of the remaining 7 motors under the FIFO methods are as follows: Date Purchase Issues Inventory Total Mar 1 6 units @ $40 each= 240 6 units @ $40 each $240 Mar 4 3 units @ $40 each $120 Mar 9 6 units @ $55 each 6 units @ $55 each $330 Mar 13 2 units @ $40 each $250 (Source- created by author) LIFO method: Last-in-first-out is one of the common inventory valuation techniques used in cost accounting and the COGS during the period (Kamath, Rodrigues and Mathew 2013). In this method, those goods, which are acquired or manufactured early, are sold last. It means that the newly acquired or manufactured inventories will be assigned to COGS and older inventories would be considered to the ending inventory account (Li and Sun 2016). Therefore, this method is suitable for matching cost and revenue at the time of prices is rising. This method is also simple to understand and facilitates recovery of material cost. However, the comparison of cost is difficult under LIFO method due to variation of prices. Comparison between LIFO and FIFO Under the FIFO, unsold inventory comprises goods acquired most recently whereas earliest goods acquisition is considered in LIFO method. However, LIFO method does not permitted by IFRS, but FIFO does not follow GAAP OR IFRS while using it (Gray, Spencer and Pumphrey 2016). Both the methods are affected differently at the inflation time. At the time of increasing cost, the items acquired first would be less costly and with decrease value of COGS, profit will be increased. On the other hand, recently acquired items will be costly at inflation. Thus it will increase COGS under LIFO and reduced the net profit. Responsibility Accounting: Definition: A responsibility accounting system is an accounting program that gathers information relating to the departmental managers about how they are currently performing. This accounting system consists with collection, summarization and maintain records of accounting data relating to the individual managers of the organisation. In this way, the management can control costs and expenses relating to them. For example, the cost of scrap incurred for a machine is the responsibility of the shift manager. Responsibility centre: The centre of responsibility is a functional segment of an organisation for which a particular executive is responsible who has its own objectives, goals, assigned staffs, particular policies, procedure, and financial reports (Apostolides 2016). Responsibility centre is responsible for generating revenues, incurrence of expenses or/and funds invested to individuals. Cost Centre: Cost centre can be defined as a responsibility centre, incurred only cost items and no direct revenues are produced from the sale of services of goods (Weygandt, Kimmel and Kieso 2015). It includes accounting department, human resource department, maintenance department, information technology department, research department and so on (Kokubu and Kitada 2015). Therefore, responsible authorities are only responsible for handling specified expense items. The performance of a cost centre is generally examined through the comparison of standards to actual costs (Ibarrondo-Dvila, Lpez-Alonso and Rubio-Gmez 2015). Furthermore, the cost centre may be performed services for the other business units. In that case, the cost incurred by cost centre may be aggregated into a cost pool and assigned to other units of business. Profit Centre: A Profit centre is a division or branch within a business that is mainly accounted for generating revenue and expenses or losses. It other words, it is a department that uses company resources to generate income like net income, pre-tax income or net contribution. Management closely looks at the results of profit centre since this entity is the key drivers of total performance of the organisation. In short, Profit centre is an operational-oriented unit, used for controlling purposes internally (Kokubu and Kitada 2015). It is a decentralised approach where areas of responsibilities are distributed to units and thus treating them as companies within the company. For example, Wal-Mart, which has diversified into nearly every sector of the retail market, but the management, is considered the clothing and electronic sections are the most consistent income from such profit centre. Investment Centre: An Investment centre is a business unit responsible for top management for its profitability in relation to analysis of the investment base of an individual unit within the organisation (Kinney and Raiborn 2012). Investment centre is an extended version of profit centre because revenue and expenses are measured as in profit centre. Apart from that assets of the business are also measured in an investment centre. The main approach of investment centre is to increase the companys returns because it measures profit in comparison to invested capital in a branch that gives a more precise picture of which division is contributing to the organisations well-being than does the profit centre approach (Drury 2013). Conclusion: As a conclusion, it can affirm that management accounting is the most important and diverse component of the accounting information system along with the essential contribution made in the management process of an economic entity. Here three basic concepts are analysed: cost accounting, accounting of finance and management accounting. Here the management accounting is the prime consideration for analysis, which helps managers in making effective decisions to achieve particular production, operational goals of the organisation. It has been established in this paper that the role of management accounting is helpful for providing the information for internal management of the enterprise. References: Apostolides, N., 2016.Management Accounting for Beginners. Routledge. Bebbington, J., Unerman, J. and O'Dwyer, B., 2014.Sustainability accounting and accountability. Routledge. Chua, W.F., Lowe, T. and Puxty, T. eds., 2015.Critical perspectives in management control. Springer. Cook, K.A., Huston, G.R. and Kinney, M., 2012. Managing Earnings by Manipulating Inventory: The Effects of Cost Structure and Valuation Method.Available at SSRN 997437. Drury, C.M., 2013.Management and cost accounting. Springer. Goetsch, D.L. and Davis, S.B., 2014.Quality management for organizational excellence. pearson. Gray, K., Spencer, A. and Pumphrey, L., 2016. practical impediments to convergence of us gaap and ifrs.European Scientific Journal, ESJ,11(10). Ibarrondo-Dvila, M.P., Lpez-Alonso, M. and Rubio-Gmez, M.C., 2015. Managerial accounting for safety management. The case of a Spanish construction company.Safety science,79, pp.116-125. Kamath, N.H., Rodrigues, L.L. and Mathew, A.O., 2013. System dynamics model for controlling the net profit, by focusing on productive maintenance. Kaplan, R.S. and Atkinson, A.A., 2015.Advanced management accounting. PHI Learning. Kinney, M. and Raiborn, C., 2012.Cost accounting: Foundations and evolutions. Cengage Learning. Kokubu, K. and Kitada, H., 2015. Material flow cost accounting and existing management perspectives.Journal of Cleaner Production,108, pp.1279-1288. Li, J. and Sun, M.Y., 2016. LIFO Distortions in the Manufacturing Industry.Accounting and Finance Research,5(1), p.p191. Salako, M.A. and Yusuf, S.A., 2016. Cost Accounting: A Pivotal Factor of Entrepreneurial Success. Shepherd, R.W., 2015.Theory of cost and production functions. Princeton University Press. ValanÄ ienÄ—, L. and GimÃ…Â ¾auskienÄ—, E., 2015. Changing role of management accounting: Lithuanian Experience case studies.Engineering Economics,55(5). Weygandt, J.J., Kimmel, P.D. and Kieso, D.E., 2015.Financial Managerial Accounting. John Wiley Sons.

We say free essay sample

Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. We will write a custom essay sample on We say or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jane Chidemo Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies No If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject 7. Quality Markers comments: Jane a good attempt at the assignment. Some responses are a little brief – I would have liked more detail. See feedback given for areas where improvements could have been made. Question 12 however does not meet the minimum standard required for a pass. I am therefore unable to recommend a pass for this assignment. Please resubmit question 12 only. Remember to answer the question as fully as possible Level and grades awarded: 1A 7AC Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: 19 December FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Katie Dalkin Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Merit Katie work submitted shows you have a very good grasp of the relevant knowledge at base 7. Quality Merit Work demonstrates a very good response to the assignment. Katie your work is structured in a way that is generally logical and fluent Markers comments: Katie overall this is a very good attempt at the assignment. There are some areas of feedback given. This will identify areas where improvements could have been made. Take care with changes in font in your work. See response to question 10. Also remember at level 3 not to use contractions e. g. couldn’t Level and grades awarded: 1A Merit 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jo Richardson Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies No If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject 7. Quality Markers comments: Jo a good attempt at the assignment. Some responses are a little brief – I would have liked more detail. See feedback given for areas where improvements could have been made. Question 12 however does not meet the minimum standard required for a pass. I am therefore unable to recommend a pass for this assignment. Please resubmit question 12 only. Remember to answer the question as fully as possible Level and grades awarded: 1A 7AC Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: 19 December FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Gavin Goldsbrough Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Merit Work submitted Gavin shows you have a very good grasp of the relevant knowledge base 7. Quality Distinction Gavin work demonstrates an excellent response to the assignment. Your work is structured in a way that is consistently logical and fluent Markers comments: Gavin an excellent piece of work. One or two areas of feedback given. This will show where you could have made improvement with the knowledge Overall an excellent response to the assignment Well done Level and grades awarded: 1A Merit 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Helen Banks Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Distinction Work submitted shows you have an excellent grasp of the relevant knowledge base Helen 7. Quality Distinction Helen this is an excellent response to the assignment. Your work is structured in a way that consistently logical and fluent. Markers comments: An excellent piece of work Helen Well done Level and grades awarded: 1A Distinction 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Annette Kinson Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Distinction Annette the work submitted shows you have an excellent grasp of the relevant knowledge base 7. Quality Distinction This is an excellent response to the assignment Annette. Your work is structured in a way that consistently logical and fluent. Markers comments: An excellent piece of work Annette Well done Level and grades awarded: 1A Distinction 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Rebekka Hill Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Distinction Rebekka the work submitted shows you have an excellent grasp of the relevant knowledge base 7. Quality Distinction Work demonstrates an excellent response to the assignment. Your work is structured in a way that is consistently logical and fluent. Markers comments: An excellent piece of work Rebekka Well done Level and grades awarded: 1A Distinction 7AC Distinction Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy Level and grades awarded: 1A Pass 7AC Merit Tutor/Assessor: Marie Edwards Signed: Date: 6 December 2013 Internal Verifier: Signed: Date: Resubmission Date: FEEDBACK SHEET Theme and Unit Title: RH3/3/NE/004 Human Biology Student Name: Jessica Wascoe Title of assignment: Question booklet LEARNING OUTCOMES ASSESSMENT CRITERIA Level Achieved The learner will: The learner can: Met (? )/Not Met(x) 5. Understand the nature of growth and reproductive processes 5. 1 explain the role of mitosis and meiosis in growth and reproduction 5. 2 discuss the factors which influence growth and reproduction 5. 3 explain the roles played by cell multiplication, differentiation, reorganisation and maturation in growth and reproduction Yes Yes Yes 6. Understand the role of the body defences 6. 2. Discuss auto-immune diseases and allergies Yes If all learning outcomes are achieved at level 3 the assignment will be graded. For this assignment grading criteria 1 and 7 apply. Descriptor Grade awarded Comment 1. Understanding of the subject Pass Work submitted Jessica shows you have a grasp of the relevant knowledge at a level sufficient for a pass 7. Quality Merit Jessica work demonstrates a very good response to the assignment. Your work is structured in a way that is generally logical and fluent Markers comments: Some areas of feedback given, Jessica, in the question booklet. This identifies areas where improvements could have been made. Remember to read the question carefully and answer it fully. See question 12 – you have not given an example of an allergy

Japanese and Chinese Culture in America essays

Japanese and Chinese Culture in America essays Japanese and Chinese culture in America in the first half of the 20th century was that of a world within a world. Racial differences led these groups to take more time to develop their separate identities. In the case of Japanese Americans, we see a world that was steeped in the traditions of their rural past. All I Asking for Is My Body portrays life among lower middle class Hawaiian Japanese families in the 30's. It focuses on the problems of class and ethnic difference on the plantation where the characters live and work. In the opening story, the mother of the narrator is told to avoid chorimbo (bums) and hoitobo (beggars) who bring shame or "sickness" to those around them; this sets the tone of a novel where many of the main characters live by parochial rules that they attempt to maintain in a new and unique environment. These unspoken community rules can be exclusive; one family is ostracized because the mother is a prostitute and envied for her automobile and fancy clothes. Racial prejudices dictate the nature of interactions between the Japanese community and other groups of people on the island, such as the Fillipinos. Social politics among community members govern their actions; it becomes clear that the second generation, the Nisea, grows up in a world that is in many ways closed. There is a sense that any individual's faults or flaws is shared near-universally by the other members of his or her family. Few find the psychological resources to escape from the perceived sense of obligation that underscores their relationships. For instance, Kiyoshi's parents came to Hawai'i to help the Oyama patriarch out of bankruptcy, and ttheir sons eventually must help them out of debt. Toshio and Kiyoshi are pressured by the community's ideas to take thankless The idea of contamination' resonates strongly with the community; unconventional thinking and associa...

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Theories of Communication and Language Acquisition Natalie Ulugà ¼n Introduction What is communication? According to Buckley ( ) communication is the delivery of information from one person to another whereby the intended meaning is understood. Communication is a multi-faceted feature that enables humans to identify with their own socio-emotional world and its relation to others. Communication requires motivation and auditory processing ability. Moreover, the ability to understand and convey messages both verbally and non-verbally use sensori-motor skills. Buckley ( ) suggests communication skills normally develop from birth through early maternal interaction and evolve through the experience of play. However, communication is complex and relies on intrinsic and extrinsic factors for development this can result in some infants not developing the necessary skills for communication. 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If any one area has a deficit it will have an effect on speech development. According to Kahim(1998)cites (asha 1983) communication using language requires the comprehension of social interrelations. These can include complex modes such as motivation, tacit clues and social and cultural rules. Buckley () suggests language is a symbolic mode of communication governed by grammatical and social rules .These rules not only encompass semantics, syntax and phonology but also the contextual considerations of language such as sarcasm, politeness strategies referred to as pragmatics (Bloom and Lahey 1978). In view of such intricacies de Boysson-Bardies( 1999) affirms the acquisition of language must be genetically encoded and exclusive to human beings. This is a nativist approach to language acquisition which was embraced by Noam Chomsky. Theories of language acquisition Chomsky (1959) proposed that children have an innate ability to learn language through a language acquisition device. According to Chomsky (1965) the brain is hard wired through genomes to understand a spoken language. He suggests the L.A.D is situated within the auditory cortex. It has also been suggested by Lenneberg (1967) that if language is not acquired by puberty it can never be learnt. This suggests that the ability to learn languages is genetically acquired through synapse connection in the brain and furthermore has a critical period to stimulate its development (Schwartz 2009). The interactionist approach suggests language acquisition is a process influenced by environmental and nativist elements. Vygotsky and Bruner held the view that a child needs interaction with others to support language learning. This is known as LASS Language acquisition support system. Conversely traditional behaviourist’s theory of language acquisition suggests children acquire language through conditions and reinforcement. This is evidenced through observation of a new-born and mother. The new born’s motivation for communication is rewarded by the mother’s interaction. Crystal (1986) argues that children do not simply imitate adults or older children when acquiring language; this is evidenced by the immature and incomplete speech that children develop as a result of applying grammatical rules or possessing inadequate vocabulary. This is evidenced in the following case studies.   The processes involved in development of effective communication Verbal and non verbal language development Primarily, early communication is an expression of need ( Crystal). If an infant’s pre-linguistic vocalisations are rewarded by their needs being met they quickly learn the advantages of communication. Furthermore, an infant needs a warm and affectionate relationship with their caregiver in order to initiate communication. Ferroni et al (2002) demonstrated that early non-verbal communication such as eye gazing contributes to the development of facial decoding and the theory of mind. Theory of mind is a cognitive ability to decode nonverbal communication, deduce the emotional states of others using intuition and cues, as well as understanding a situation from different perspectives. According to Goldberg and Burdick( ) Theory of Mind deficits are caused by cognitive dysfunction and are present in neuropsychological conditions such as Bipolar euthymic and ASD spectrum disorders. This suggests a correlation between nonverbal communication impairment and future social cognitive de velopment. Nonverbal communication continues to develop alongside verbal communication in neurotypical children. According to Elks and McLachlan (2001) the most important process in verbal communication is concentration, listening skills and memory recall. From four months a baby develops strength in their tongue and the in excess of one hundred jaw muscles needed to produce phonology. (Crystal ) begin babbling, the head and neck growth allow vocal chords to sit in correct position for speech consistant with an adult . This suggest there is a biological reason why a baby does not produce speech until ten months. 10-12 months According to ( Volkmar) (Capone )as a child begins using gestures and pointing to objects they will acquire the symbolic language that represents the object however this is not always the case for children diagnosed with ASD. According to Baron- Cohen () young children diagnosed with ASD do not use pointing gesture to request visual attention in the same manner as neurotypical children, inasmuch as a child with ASD can lack motivation for conversation. Communication chain Elks and McLachlen (2008) highlight the complexity of language and communication by categorising the processes in sequential order; this is referred to as the Communication Chain. The metaphoric chain depicts the interdependence of each process involved in order to achieve effective communication. If there is a deficiency in any of these processes it will have an overall negative effect upon language acquisition and communication. The process begins with the motivation or reason to speak followed by choosing the correct semantics, syntax and phonology. The next stage involves the physicality of speech production, motor sensory instructions to the articulators which include the muscles, jaw and tongue. The production of sound then the delivery of pragmatic speech. Interestingly, the mindfulness or â€Å"self monitoring â€Å"of the appropriateness of the speech occurs after delivery. Thus implying that to self-monitor before you have an idea does not take place although it does prio r to a response. Children diagnosed with ASD often have a deficit in understanding pragmatics of a language and can appear rude or their conversation inappropriate (Buckley). According to Volkmar et al ( )they equally lack ability to self-monitor, maintain eye contact and understand non-verbal cues which are the next phases; this is a substantial part of the communication chain. Role of play in language development According to Russell (2006) philosophers and scholars have attempted theorise play and provide definitions. The example by Hugh (1996:16) expresses the fundamental elements of play; â€Å"†¦freely chosen, personally directed and intrinsically motivated.† Frost et al (2005) suggests psychoanalytical theories of play involve a child acting out previous experiences that may have been caused trauma or fear. Or perhaps an emotion that would not be ordinarily accepted. Other theories of play here The EYFS Statutory framework (2008 suggested that play is vital to a child’s development; play should be supported by adults but led by the child thus promoting self-confidence, problem solving and social skills. Goouch (2006) adds, child led play promotes self-esteem and reinforces a child’s identity particulary the imaginary play. According to ( )play supports children to understand speech. Williamson and Silvern (1984) suggests when young children act out a story they demonstrate improved memory and comprehension of the story ( ) suggests language impairment and deficits in imaginary play occur concomitantly. Hughs (2010) notes the similarities between language development and play inasmuch as the required skills for imaginary or symbolic play are likened to the ability to interpret the world through mental representation. Observations were made of a young child actively playing alone commenting on his play activity. Vygotsky, cited in Britton (1994:260) refers to this as â€Å"Speech for oneself†. This gradually diminishes as the child ages and eventually this process becomes internal thought. This process of internalised language is essential for problem solving, reasoning and abstract thinking skills. Concluding that the inability to internalise language would have a negative impact on cognitive development (Miller et al 2013 ). According to Buckley () adult interaction is essential to develop language skills particularly reciprocal conversation aimed at the level of the child’s ability such as motherese or child directed speech. Evidence for ( ) suggest the pauses and intonation of motherese assists children to understand language syntactically .Somoa argues there is no difference in language aquistion in families not practising parentese ( the east) . A child’s socio-emotional development depends on their command of language (Miller). Early infant and carer interaction is essential for all areas of a child’s development. As a child’s language develops they go from talking in the present tense and progressively to the past and future tense. Piaget suggests that not until a child has learned the concept of time will this be displayed within their language use. Conclusion Whitehead (2006) suggests that early skills for communication begin inutero .Evidence from ( ) argue that babies prefer the mothers face and voice, Infants gaze into their carers eyes from ? weeks they will then overt eye contact to cease communication . Someone ( ) attributes the lack of communication in children with ASD to their lack of proficiency in play, particularly for imaginary play. Vygotsky () theorised that play was significant to language and cognitive development. Vygotsky () argues it is necessary for a more knowledgeable other to confirm the correct language use. Piaget theorised that the acquisition of language has a direct correlation on a child’s cognitive development. According to Piaget an infant will not apply nouns to objects until he has reached the cognitive ability of object permanence.. Not until a child reaches the pre operational stage ( About 2) two will they understand the world around them by the use of language and speech.

Total Quality Management (TQM) :: GCSE Business Marketing Coursework

TQM1 TQM in Foodservice Introduction One of the most important industries overall is the food industry. The food industry consists of everything from food processing plants to fast food restaurants. The food industry affects nearly every living person. Most people don't realize how important this industry is and how it affects their everyday lives. That is why it is so critical that the products of this industry are at their highest quality, are free of bacteria and ensure that the consumer will not face any detrimental consequences. Total Quality Management (TQM) plays a big role in promising these results. Total Quality Management seems to be a confusing term for the layman. TQM is a philosophy advocated by Dr. Edward Deming, a world renowned quality guru. It was widely accepted by Japan from 1950 onward. They used this principle for continuous refinement of an organization-wide quality system. Since then many organizations around the world have adopted TQM or similar methodologies. There have been many successes and many reported failures. Success of the system depends on the total commitment of the people to quality from top to bottom within the organization. TQM implementation is based on team work and the philosophy of continuous improvement. Statistics need to be used extensively to analyze and reduce the variation in the process. In the food industry, continuous improvement is vital to the survival of a specific company or restaurant. The customer is constantly purchasing the products of competitors and any decline in quality will equal a decrease in gross profits. There are several areas that a restaurant may focus on for quality improvement such as menu offerings, hospitality, service, cleanliness, and over all food quality. All of these aspects will be covered in this paper concerning Total Quality Management. Summary Employee & Product Quality Various well known companies such as Ritz-Carlton Hotels and Taco Bell have implemented Total Quality Management programs in an effort to increase quality and market share. Ritz-Carlton of Kansas City, Missouri, recently revamped menu selections for its rooftop-level restaurant and bar operation. This came about through customer surveys, focus-group studies of local restaurant patrons, employee opinions, and market analysis. This began with the general manager, Norm Howard, as TQM must start at the top to be successful. He states that "It [TQM] is about listening to your customers and empowering your employees to participate in important business decisions" (Stephenson, 1993). Taco Bell, with the implementation of a Total Quality Management system, has improved its speed of service, friendliness of service, and value for money ratings. This company has done this by empowering employees and seeking customer input. By integrating their employees into the system,

Seven Wonders

About a hundred years after the Statue of Zeus came the Temple of Artemis. It was built in the ancient city of Ephesus, or modern day Turkey. The architect Theodorus probably built the incredible temple, and he most likely did so to honor the Greek Goddess of the Moon, Artemis. Tragically, a man named Herostratus set the Temple of Artemis on fire along with a group of Goths in an attempt to have his name go down in history. He managed to do so and city officials tried to enforce a new law stating that if any one citizen of Ephesus mentioned his name, they would receive the death penalty; the attempt failed. All of religion at this point declined because Artemis did not protect her temple. The structure as well as the story is terrific. Measuring about three hundred feet by one hundred fifty feet, and the one hundred twenty seven columns each having a heighth of about sixty feet, one can easily see how the Temple of Artemis' means of construction are a complete mistery. Theodorus built the columns so that they had proportions to the human body. Aside from that, it was completed around 440 B. C. and took approximately one hundred twenty years to build. Such strenuous man labor classify this temple as one of the Seven Wonders of the World. Contemporary to the Temple of Artemis was the Mausoleum, which was located in Halicarnassus, or present day Turkey. It all began when Mausolus took over with Artemisia. In 353 B. C. , Mausolus died, leaving his wife Artemisia, who was also his sister, incredibly depressed. In honor of Mausolus, she decided to build him the â€Å"most splendid tomb in the known world. † The Mausoleum surprisingly managed to remain intact after over sixteen centuries. It went through many hardships and risky situations, one being the reign of Alexander the Great, and yet somehow never fell apart. It did, however, eventually collapse when a severe sequence of earthquakes passed in the fifteenth century. Unlike the other â€Å"Wonders of the World,† this building did not rely on size, but rather on beauty to catch the eyes of modern people. That is to say, the Mausoleum was so beautiful and unique that it became one of the Seven Wonders of the Ancient World.

Wernickes Area in the Brain

Wernicke's Area in the Brain The function of a part of the human brain known as Wernickes area is to enable us to comprehend written and spoken language. It is located posterior to the primary auditory complex in the left temporal lobe of the cerebral cortex, the part of the brain where information processing of all kinds takes place. Wernickes area  is connected to another brain region involved in language processing known as Brocas area. Located in the lower portion of the left frontal lobe, Brocas area controls motor functions involved with speech production. Together, these two brain areas help us to speak as well as to interpret, process, and understand spoken and written language. Discovery German neurologist Carl Wernicke is credited with discovering the function of this brain region in 1873. He did so while observing individuals with damage to the posterior temporal lobe of the brain. He noticed that one of his stroke patients, while able speak and hear, was not able to comprehend what was being said to him. Nor could he understand written words. After the man died, Wernicke studied his brain and discovered a lesion in the rear parietal/temporal region of the left hemisphere of the patients brain, located close to the auditory region. He concluded that this section had to be responsible for language comprehension. Function Wernickes Area of the brain is responsible for multiple functions. According to various studies, including the 2016 publication The Role of Wernicke’s Area in Language Comprehension by Alfredo Ardila, Byron Bernal, and Monica Rosselli, these functions seem to contribute to language understanding by allowing us to interpret the meaning of individual words and using them in their proper context. Wernicke's Aphasia A condition called Wernickes aphasia, or fluent aphasia, in which patients with damage to their temporal lobe region have difficulty comprehending language and communicating ideas, bolsters the thesis that Wernickes area primarily governs word comprehension. While they are able to speak words and form sentences that are grammatically correct, these patients cannot form sentences that make sense. They may include unrelated words or words that have no meaning in their sentences. These individuals lose the ability to connect words with their appropriate meanings. They are often unaware that what they are saying does not make sense. Processing the symbols that we call words, encoding their meanings into our brains, and then using them in context is what forms the very basis of language comprehension. A Three-Part Process Speech and language processing are complex functions that involve several parts of the cerebral cortex. Wernickes area, Brocas area, and the angular gyrus are three regions vital to language processing and speech. Wernickes area is connected to Brocas area by a group of nerve fiber bundles called the arcuate fascilicus. While Wernickes area helps us to understand language, Brocas area helps us to accurately communicate our ideas to others through speech. The angular gyrus, located in the parietal lobe, is a region of the brain that helps us to utilize different types of sensory information to comprehend language. Sources: National Institute on Deafness and Other Communication Disorders. Aphasia. NIH Pub. No. 97-4257. Updated June 1, 2016. Retrieved from https://www.nidcd.nih.gov/health/aphasia.National Aphasia Foundation. (n.d.). Wernickes aphasia. Retrieved from aphasia.org/aphasia-resources/wernickes-aphasia/

Essay Sample on Early Christianity How Did It Appear

Essay Sample on Early Christianity How Did It Appear Early Christians faced intermittent persecution from roman officials. During the early centuries C.E., Roman authorities launched a series of campaigns to stamp out Christianity, since most Christians refused to observe the state cults that honored emperors as divine beings. Paradoxically, imperial officials viewed Christians as irreligious because they declined to participate in state-approved religious ceremonies. They also considered Christianity a menace to society because zealous missionaries attacked other religions and generated sometimes violent conflict. Nevertheless, Christian missionaries took full advantage of the Romans’ magnificent network of roads and sea lanes, which enabled them to carry their message throughout the Roman empire and the Mediterranean basin. During the second and third century C.E., countless missionaries took Paul of Tarsus as their example and worked zealously to attract converts. One of the more famous was Gregory the Wonderworker, a tireless missionary with a reputation for performing miracles, who popularized Christianity in central Anatolia during the mid-third century C.E. Contemporaries reported that Gregory not only preached Christian doctrine bit also expelled demons, moved boulders, diverted a river in flood, and persuaded observers that he had access to impressive supernatural powers. Gregory and his fellow missionaries helped to make Christianity an enormously popular religion of salvation in the Roman empire. By the late third century C.E., in spite of continuing imperial opposition, devout Christian communities flourished throughout the Mediterranean basin in Anatolia, Syria, Palestine, Egypt, and north Africa as well as in Greece, Italy, Spain, and Gaul. As Christianity became a prominent source of religious inspiration within the Roman empire, the young faith also traveled the trade routes and found followers beyond the Mediterranean basin. By the second century C.E., sizable Christian communities flourished throughout Mesopotamia and Iran, and a few Christian churches had appeared as far away as India. Christians did not dominate eastern lands as they did the Roman empire, but they attracted large numbers of converts in southwest Asia. Indeed, alongside Jews and Zoroastrians, Christians constituted one of the major religious communities in the region, and they remained so even after the seventh century C.E., when the Islamic faith of Arab Muslim conquerors began to displace the older religious communities. Christian communities in Mesopotamia and Iran deeply influenced Christian practices in the Roman empire. To demonstrate utter loyalty to their faith, Christians in southwest Asia often followed strict ascetic regimes, inspired by Indian traditions, they abstained from sexual contact, refused fine foods and other comforts, and sometimes even withdrew from family life and society. These practices impressed devout Christians in the roman empire. By the third century C.E., some Mediterranean Christians had begun to abandon society altogether and live as hermits in the deserts of Egypt, the mountains of Greece, and other isolated locations. Others withdrew from lay society but lived in communities of like-minded individuals who devoted their efforts to prayer and praise of God. Thus ascetic practices of Christians living in lands east of the Roman empire helped to inspire the formation of Christian monastic communities in the Mediterranean basin. After the fifth century C.E., Christian communities in southwest Asia and the Mediterranean basin increasingly went separate ways. Most of the faithful in south west Asia became Nestorians followers of the Greek theologian Nestorius, who lived during the early fifth century and emphasized the human as opposed to the divine nature of Jesus. Mediterranean church authorities rejected Nestorius’s views, and many of his disciples departed for Mesopotamia and Iran. They soon became prominent in local Christian communities, and they introduced a strong organizational framework to the church in southwest Asia. Although they had limited dealings with Mediterranean Christians, the Nestorians spread their faith east across the silk roads. Nestorian merchants took their faith with them on trade missions, and by the early seventh century they had established communities in central Asia, India, and China.

Wooden Baseball Bats Are Better than Metal Bats Essay

Wooden Baseball Bats Are Better than Metal Bats - Essay Example But, it is important to let the reader know beforehand that using a wooden bat is a tradition in major league baseball (MLB). For reasons, the reader must refer to the advantages of wooden bats described in the coming lines. Halter (1981, p. 22) asserts that â€Å"big-league rules say a bat must be wood, round, and no more than 42 inches long†. As one goes from little leagues to major ones, the use of wooden bats becomes a tradition keeping in view their material, weight, safety and affordability as compared to aluminum (metal) bats. Wooden bats are heavier than metal bats because they are solid and metal bats are hollow from within, and that is why they require more effort to sway than aluminum bats. They also have a smaller sweet spot due to which the hit remains within range, that is, the hit zone is small. In other words, the weight in wooden bats is concentrated far from hands, or in other words, the center of gravity lies in the barrel. Thus the â€Å"swing weight† (Nathan, 2007, p. 1) is higher which keeps the ball within range. A metal bat is lighter because of a larger sweet spot (Zumerchik, 1997, p. 52) and the weight is concentrated very close to the hands which will have the hit swing much higher as the swing weight is lower. Wooden bats are safer than metal bats because the exit speed of the ball is much slower in the case of wooden bats. Thus, the ball comes off with slow speed which is good as it reduces the danger of injury if the ball hits another player or pitcher. This is why MLB endorses the use of wooden bats considering the hit power of the professional players. Metal bats, as they are lighter, can easily get tossed away to injure another player. Also, the larger sweet spot in case of metal bats causes larger exit speed of the ball, that is, the ball will â€Å"jump off† (Wolff, 1997, p. 23) faster which could injure anybody within the hit zone very seriously. There have been unfortunate events in past, like, as Chandler (2010) states,

What parts of Catholicism did Martin Luther keep after the Reformation Essay

What parts of Catholicism did Martin Luther keep after the Reformation - Essay Example The Catholics and those who protested mutually demanded reforms; however, the manner that they struggled for the reforms differed in a great manner. The reformation commenced at the end of October in the year 1517, when Martin Luther who was a German monk inadvertently ignited an uprising (McGrath 11). With the aid of the Ignatius, Metto and associates of the Trent Council, the Catholic Church established a rather flourishing response. Nevertheless, the splitting up of the entire Catholic Church would be the definitive hardship that the original Catholics had to tolerate because of this development of novel ideas. The scuffle to dominate populace’s values and belief’s would generate a civilization of religious pluralism, as it is currently recognized (Ferguson 57). The protestant way was centered at diminishing the Catholic religion economically, opinionated and publicly, while pressure from those protesting made the Catholics into frequent fights to boost their own acc usations and develop their corrupt nature. Faith and trust are the means of grace and god himself is the Supreme Being who awards this to human beings. The Lutheran Church and the Catholic Church have similarities that are the basis of both religions. The conventional Catholic Church was selling lenience for the aim of getting money, corrupt funds that were employed to perform endeavors that interested them (Baker, Robert and John 199). For instance, they sold Jubilee lenience just next to the Witten burg Castle with the aim of generating money for Saint Peter’s situated in Rome. Martin Luther became perplexed and angry at the Church’s activity of selling the indulgences. Thus, he retorted to his individual loathing of this observation by posting a directory of complaints opposing the Catholic Church. The list of complaints was termed as The Ninety-Five Theses (Luther and Stephen 47). Therefore, he began a religious upheaval that was later recognized as the

Marketing Strategies 4050 Research Paper Example | Topics and Well Written Essays - 2000 words

Marketing Strategies 4050 - Research Paper Example Our Java Cafà © would be focusing on customers who are environmentally conscious of their actions. While coffee is enjoyed by people of all ages, it is important to develop a primary target market so that we are able to develop a marketing strategy targeted towards this specific market. Our primary target market includes: Students: Students form a big part of the target market for Java Cafà ©. The Auraria Campus located in downtown Denver accommodates more than 40,000 students and thus could be a good potential market for our Java Cafà ©. Students have a hectic daily routine from pressures of work as well as having to survive on limited budget. Most students cannot afford coffee machines for themselves and rely on coffee shops for their daily cups of coffee. However, since they are on a limited budget, they cannot afford to buy from Starbuck or Mc Cafà ©, and thus they look for cheaper options that do not compromise on the quality of services. As our Java Cafà © offers Wi-Fi, it would be a further attraction for the students since this generation is addicted to the internet and travels with its personal gadgets such as cell phones, laptops etc. ‘For them, technology is not a thing to be considered. It is a way of life’1. Furthermore, students usually have a common hangout place where they can meet up with their friends and peers. In this case, word-of-mouth promotion can help improve sales for Java Cafà ©. Young Professionals: Young Professionals are another target market for Java Cafà ©. Young Professionals in Denver make up 64 percent of the total population and Denver has the highest number of college graduates. Professionals from surrounding counties also visit lower downtown during their pre-working, lunch time and after working hours. These college graduates and young professionals are also busy people trying to make a position in the corporate world. They usually visit the coffee