Family Business Case 5 Vega food Company Essay

ASSESSMENT Essay Example | Topics and Well Written Essays - 1250 words

Evaluation - Essay Example Non-ordinary sorts of profit installments, especially share repurchases are as a rule utilized at present, and in this manner, the profit choice is considerably more multifaceted and complex than it was before. Also, there are progressively huge kinds of investors who ought to be fulfilled today-especially institutional financial specialists while administrators once just need to fulfill singular investors. Accordingly, n increment in the profit payout is taken to be uplifting news. The organization is demonstrating that it not just has positive incomes, anyway these incomes are rising adequately to approve a raised payout to investors. The organization â€Å"proves† its income by paying out a portion of that money to its investors. This implies higher profits may show enduring more prominent income for the organization. How this contention has been negated that the profit strategy is unessential. It is consequently that this paper will analyze on the way that organization's p rofit approach is superfluous to its fairly estimated worth. ... I-Miller (M&M) hypothesis, (Irrelevancy Theory) (1961) sent by Franco Modigliani and Merton Miller, impacts the base for present day see on capital structure, in spite of the fact that it is normally seen as only insightful in light of the fact that it presumes away various critical components in the capital structure choice. The hypothesis contends that, in an ideal market, the estimation of a firm is insignificant to how that firm is supported. This result offers a premise used to concentrate genuine worldwide reasons why capital structure is suitable. These different reasons contain organization costs, chapter 11 costs, data asymmetry, charges among others. The hypothesis has been utilized to show that profit is superfluous to firm’s piece of the pie. Merton Miller and Franco Modigliani (MM) under their hypothesis contended that in immaculate monetary markets (no exchanges costs conviction, no charges, or other market blemishes), the estimation of an organization is aff ected by the apportioning of profits. They guarantee that company’s esteem is primarily determined the imminent pay and danger of its speculations, in this manner, keeping up pay or paying them to the investors in profits doesn't influences its worth (Grullon et al 2002). MM through its hypothesis showed that gave the organization is achieving the profits foreseen by the market, it doesn't make a difference whether the profits is coordinated to the investor as people presently, or reinvested. They would see it as far as profit or value appreciation. Along these lines, for this situation the investor can build up their individual profit through selling the stock when they need money (Lie 2000). They qualified their contention through this computation: V t = 1/1+rt[Dt+Vt+1-m t+1P t+1] Where rt = Discount rate Dt = Total Dividends Paid V t+1 = Firm Value @ t+1 = ntP t+1 M t+1P t+1 = Amount

How Are Correlations Are Used in Psychology Research

How Are Correlations Are Used in Psychology Research Student Resources Print How Are Correlations Are Used in Psychology Research By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on September 17, 2019 Correlations indicate relationships between variables. Kiatdd / Wikimedia Commons More in Student Resources APA Style and Writing Study Guides and Tips Careers A correlation is a statistical measurement of the relationship between two variables. Possible correlations range from 1 to â€"1. A zero correlation indicates that there is no relationship between the variables. A correlation of â€"1 indicates a perfect negative correlation, meaning that as one variable goes up, the other goes down. A correlation of 1 indicates a perfect positive correlation, meaning that both variables move in the same direction together. Questions About Correlations Correlations can be confusing for many students, which can be illustrated by the following comment from a reader. After taking a quiz in which respondents had to select which correlation represented the strongest relationship, our reader wrote: I just finished taking the research methods quiz, and I think the answers to two of the questions might be wrong. On the one question, I am thinking that the weakest relationship is indicated by -0.74 (c), and not 0.10 (a) as given in the quiz answers. For the other question, I am thinking that the strongest relationship is indicated by 0.79 (b), and not -0.98 (d) as given in the quiz answers. Or maybe I am simply missing a point. When it comes to correlations, be careful not to equate positive with strong and negative with weak. A relationship between two variables can be negative, but that doesnt mean  that the relationship isnt strong. A weak positive correlation would indicate that while both variables tend to go up in response to one another, the relationship is not very strong. A strong negative correlation, on the other hand, would indicate a strong connection between the two variables, but that one goes up whenever the other one goes down. The Correlation Coefficient Remember, correlation strength is measured from -1.00 to 1.00. The correlation coefficient often expressed as r, indicates a measure of the direction and strength of a relationship between two variables. When the r value is closer to 1 or -1, it indicates that there is a stronger linear relationship between the two variables. A correlation of -0.97 is a strong negative correlation  while a correlation of 0.10 would be a weak positive correlation. When you are thinking about correlation, just remember this handy rule: The closer the correlation is to 0, the weaker it is, while the close it is to /-1, the stronger it is. So, for the first question, 0.10 is indeed a weaker correlation than -0.74, and for the next question, -0.98 is a stronger correlation than 0.79. Correlation Is Not Causation Of course (and youve probably heard this a million times in all your psychology classes), correlation does not equal causation. Just because two variables have a relationship does not mean that changes in one variable cause changes in the other. Correlations tell us that there is a relationship between variables, but this does not necessarily mean that one variable causes the other to changes. What Is a Zero Correlation? A zero correlation suggests that the correlation statistic did not indicate a relationship between the two variables. Its important to note that this does not mean that there is not a relationship at all; it simply means that there is not a linear relationship. A zero correlation is often indicated using the abbreviation r0. What Is an Illusory Correlation? An illusory correlation is the perception of a relationship between two variables when only a minor or absolutely no relationship actually exists. For example, people sometimes assume that because two events occurred together at one point in the past, that one event must be the cause of the other. These illusory correlations can occur both in scientific investigations and in real-world situations. Stereotypes are a good example of illusory correlations. Research has shown that people tend to assume that certain groups and traits occur together and frequently overestimate the strength of the association between the two variables. For example, lets suppose that a man holds a mistaken belief that all people from small towns are extremely kind. When the individual meets a very kind person, his immediate assumption might be that the person is from a small town, despite the fact that kindness is not related to city population. A Word From Verywell Correlations play an important role in psychology research. Correlational studies are quite common in psychology, particularly because some things are impossible to recreate or research in a lab setting. Instead of performing an experiment, researchers may collect data from participants to look at relationships that may exist between different variables. From the data and analysis they collect, researchers can then make inferences and predictions about the nature of the relationships between different variables.

Tda 2.4 - Equality, Diversity Inclusion in Work with...

- | TDA 2.4 - Equality, Inclusion amp; Diversity In Work With Children and Young People. | Kerri Cook | | Contents Section One: Page 4 Legislation, participation, equal access and valuing and promoting cultural diversity. Section Two: Page 8 Prejudice amp; Discrimination and own attitudes, values and opinions. section three: Page 13 group inclusion Contents Page 4 - Section One Page 5 - 1.1 - Identify the current legislation and codes of practice relevant to the promotion of equality and valuing diversity page 5 - 1.2 - Describe the importance of supporting the rights of all children and young people to participation and equal rights. Page 6 - 1.3 - Describe the importance and benefits of valuing and promoting cultural†¦show more content†¦This means that my setting does comply to the National Curriculum but does adapt to the levels of ability of the current pupils. Even though we are unsure of the complete level of understanding of the pupils we, as a setting, do always try to promote equality and diversity within our resources and work activities, this means out pupils will see that all children, young people and adults are equal and all have the same rights regardless of age, gender, and ability. 1.3- The benefits of promoting and valuing cultural diversity within a school setting is extremely important as children and young people will learn to understand all the different cultures and respect them. Learning about different cultures and religions helps a young mind broaden and see that no matter what culture, race or ethnicity another person is they still have equal rights and opportunities and can achieve the same goals as each other. For example, many people see all Indian/Pakistani adults as doctors, this is a common form of stereotyping and if an English child is lead to believe that this is only the case then they may not want to follow that career path due to feeling that they are not allowed. Within my setting we promote cultural diversity within our resources, this means that when we show our pupils books or home-made resources to help assist them with their learning we always try to ensure that all ethnic backgrounds and abilities are shownShow MoreRelatedTda 2.4 Equalit y, Diversity and Inclusion in Work with Children and Young People1458 Words   |  6 PagesTDA 2.4 : Equality, diversity and inclusion in work with children and young people The current legislative framework protecting the equal rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). 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Policies also pay regards to the values and practice, which are part of all aspect of school life.   United Nation’sRead MoreChildcare: Education and Subject Code Essay43120 Words   |  173 PagesAccreditation Start Date: Ofqual Accreditation End Date: Ofqual Certification End Date: 31/07/2010 31/07/2014 31/07/2016 O:\ASCENTIS\Programmes\Vocational\Educational and Training\Support Staff in Schools\L3 MandatoryOptional Unit Booklet Support Work in Schools.doc ools Qualifications specification.doc Page 1 of 137 Version 2- 28th Feb 2011 Ascentis Level 3 Award in Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and LearningRead MoreTDA 3.6 Promote Equality, diversity and inclusion in work with children and young people5854 Words   |  24 PagesSTL 3.6 Equality, Diversity and Inclusion 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. 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Summary Of The Mcpheron Brothers - 1121 Words

The McPheron brothers, Raymond and Harold, are the go-to guys of the small town of Holt. It is a safe haven to the pregnant teenager they take in. It is a place of comfort for two young brothers much like themselves, named Ike and Bobby. Raymond and Harold are two brothers who live together on their ranch and take care of their farm animals. The McPheron’s wore jeans and boots, canvas chore jackets, and hats with flannel earflaps. They have a barn full of cattle that they spend most of their time with. They have never been married and their parents were killed when they were longer which left them to raise themselves. They have never had a female live with them nor have they been around any children. They have been independent and lonesome for years. They sit around their table and read the newspaper while drinking coffee. Then they spend most of their days outside in the barn. Even in the cold frigid winter months, they still spend their time outside maintaining the farm. Tom Guthrie who is a friend of the McPheron’s brought his sons, Ike and Bobby, to the farm one day to help out. Ike and Bobby would not give the McPheron’s an hourly wage to be paid; they weren’t sure what to say so they just shrugged their shoulders. After Tom said the boys would help, Harold lubed up his arm and shoved it in the cow to feel for a calf. He pulled out green manure and continued to shove his arm in to see if he could feel anything. When Raymond pulled his arm out of the heifer it was

Legal and Ethical Conflicts Groups and Institution

Question: Discuss about theLegal and Ethical Conflictsfor Groups and Institution. Answer: Introduction A conflict occurs between two or more people, groups, institution or governments. The impact resulting from a conflict can either be direct or indirect. There are different form of conflicts in a healthcare setting which dictates for the distinct procedure for solution. The diversified beneficiaries in healthcare have different rights which the professional need to consider during the process of interaction (Mitchell Haroun, 2012). Alternatively, the professionals have responsibilities, rights, ethics, principles and virtues which govern their service delivery. All these factors which dictate the performance of the professionals are formulated based on different platforms therefore in the process of considering one professional may end up violating another. Theories and principle have been formulated to assist the professional in making decision in case of a conflict resulting from legal and ethical (Gallagher Hodge, 2012). From the case study, the key stakeholders are the registered nurse, the paramedics, the residential aged care, the patient (Elsie), the community, and the patients family. Mostly the community and the patients family are subjected to the indirect impact of the conflict though at some point the family is exposed to direct impact. In this essay, I will critically analyse the human dignity and rights of the stakeholders, principles and virtue that govern professional decision making, code of professional conduct and provide a resolution which can be implemented to solve the legal and ethical conflict based on the case study provided. Legal and Ethical Conflicts Ethics concentrates on the way of thinking, examining and understanding individuals around us and doing what is morally right. The principles outlined and theories developed to guide health profession while interacting with other stakeholder contradict. While making a decision based on ethics, a professional may violate some of the principles and theories formulated to guide the professionals. The contradiction results to a conflict which directly or indirectly affects the involved stakeholders. Legal involves rights and laws formulated to guide the interaction process of the different stakeholder to avoid mistreat. The rights and laws governing the health professional and the patient are outlined in the medical act in the state constitution. When performing their duties professional may interfere with the other stakeholders rights thus causing a legal conflict. From the case, the conflicts are well portrayed, and they can be discussed by considering the different stakeholders in the case. Stakeholders Dignity and Rights The Patient (Elsie) Based on the Australian medical act Elsie has the right to medication and quality services. It is Elsie right to make a decision concerning the treatment process to be formulated. The laws stipulate that in case Elsie is unconscious a trustee should be conducted to help her in make decision. Any patient has the right to access information concerning his /her health status, and in case any of the rights is violated the patient or patients family has the right to sue the involved (Bma; British Medical Association., 2012). Ethically Elsie should not make a decision which will affect her health or any other stakeholder. Based on the theory of deontology Elsie decision not to be subjected to advanced treatment hold when her situation is not complicated. Professional (Registered nurse) Registered nurses are protected by the association against any conflict from the organisation or the community. Nurse have the right to make medical decision on behalf of a patient who is unconscious, and they require emergency care (Lustig, 2012). The right is only applicable when the method initiated aims to relieve the patient. Health are require professionals to make a decision which sometimes they can fail, and it is the right of the nurses to be protected when such cases occur. Though it is the right of Elsie to make a decision on matters concerning her health ethics does not allow the nurse o duty to watch as Elsie suffer (Wynia, Kishore, Belar, 2014). Additionally, the inner self of the nurse forces her to react toward the Elsie situation. Though based on ethical theories Elsie should be given a platform to make a decision, the nurse should implement any measure provided it is geared toward relieving Elsie. Professional (Paramedics) Paramedics are trained to attend to an emergency health issue, and it is their right to get health information concerning the patient they are attending (Townsend Luck, 2013). The paramedics were doing their best by resuscitated Elsie, therefore, it is their right to be protected against any claim posted on them. Additionally, Elsie was unconscious, and no trustee or family member was present to be consulted concerning Elsies case. The paramedics have the right to implement any medical measure provided it is geared to relieving the patient. Ethically the paramedics should take an immediate action to save the life of Elsie. Their self cannot allow them to start enquiring about the legal process that needs to be considered. Watching Elsie die without attempting any medical measure is unethical irrespective of numerous legal and ethical behind decision making. Family (Elsies Family) Based on the Australian medical act the family has the right to access health information concerning Elsie (Forrester Griffiths, 2011). Once they have been provided with the information, it is the right of the family to question and seek clarification concerning the provided information. When the information is not clear and it appears to be biased the family has the right of sue the professionals involved in the process that is paramedics and the registered nurse who was on duty. Since the residential aged care has the mandate to take care and ensure the right of the patient are observed the family has the right to sue the healthcare. Besides the rights, the family should ethically respect the decision made by the nurses since they were attempting to save the life of Elsie. Based on the theory of libertarianism the freedom of the individual is valid when there is no sufficient reason, therefore, it will be unethical to observe a patient die when a medical measure can be adopted (Bu etow, 2016). From the above explanation, each stakeholder has a right which needs to be respected. When health professionals are performing their duties they Violet some of the rights and ethics thus bring conflict when the result turn to be negative. Elsie right to medication stands but her right to be consulted is violated in an attempt to relieve her. Ethically professionals should implement any medical measure provided is focusing on doing well for the patient (Pozgar Santucci, 2015). On the same basis, Elsie should not be forced to make a decision, and her decision should be respected. When professional engage in considering the legal process of Elsie, and then Elsie dies then, the professionals are considered to be unethical. The legal and ethical conflict requires a skilled and experienced professional to solve such conflict through making a sober decision. Principles and Virtues that Govern Health Professionals The principle of autonomy gives Elsie right to have control of her body (Nys, Denier, Vandevelde, 2013). The Registered nurse should only advice Elsie and leave her to make a decision without influencing her or forcing her to make a certain decision. Elsie gives her a choice of best interest though the Nurse does finally violet the choice of Elsie. The principle of beneficence allows the nurse to implement the advanced medical attention to secure the life of Elsie (Ashcroft, 2012). The nurse and the paramedics observe this principle since all the adopted measure focus on the good of Elsie. The nurse on duty is registered indicating that she is skilled and experienced and any decision made is sober and geared at rescuing Elsie. The principle of beneficence contradicts the principle of autonomy a situation which bring conflict between Elsies family and the professionals. The principle of non-maleficence simply means doing no harm to the patient at the end (Hamlin, Richardson-Tench, Davies, 2011). The decisions made by the nurse and the paramedics focuses on restoring the health of Elsie though the opposite happens. Based on virtue ethics the decision made by the nurses is guided by morals and a good heart. Ethics protects the nurse and paramedics though the result turns negative. If the principle autonomy was observed may be the resulted could not turn negative a situation which brings contradiction between the principle of autonomy and the principle of non-maleficence. Fairness in the medical decision is advocated by the principle of justice (Devettere, 2016). On the basis of the principle, the registered nurse consults Elsie, and they agree on the right medical care. The principle is violated when the nurse on duty forces the paramedics to transit Elsie on a health care where she could be subjected to advance care. Based on the principle of autono my Elsie had cautioned the nurse manager of advancing her treatment. Additionally, she had warned her not to resuscitate. The principle of justice restricts the nurse and the paramedics from advancing and resuscitating Elsie. Based on the principle of beneficence and non-maleficence the nurse is right to adopt advanced treatment since she is doing it for the sake of Elsie. A contradiction which results in conflict is experienced. Code Ethics for the Health Professionals Health professionals deal with different people, therefore, they should value them and appreciate their diversity. From the case, the nurse tries to build a bond with Elsie by involving her in making decision on her wish concerning her care. The decision of Elsie does not make the nurse discriminate her. Based on the code of ethics for nurses, they should provide quality services to all people (Johnstone, 2011). Health professional handle different confidential information, and it takes integrity to retain the information. When a professional is integral, patient and the community develops trust and any decision formulated by the professional is highly respected. Social and honest health profession value cultures and ensure patients culture is respected during the process of implementing the care strategy (King Hawley, 2012). The gap between Elsie and the nurse was bridged by the fact that the nurse took time to listen and understand Elsie. Through socialisation, professional understand different cultures an aspect which increases the cultural capability of a practitioner. Effects of Legal and Ethical Conflict to the Stakeholders The nurse performance is greatly affected since they have no full freedom to control the patient (Alspach, 2013). When a decision made by the nurse turns negative, the nurse is affected psychologically and physically a situation which affects the health of the nurse. The conflict subjects Elsie to a pressure which makes her suffer cardiac arrest and later dies. The conflicts restrict professional to perform some helpful medical process which can save Elsies life. For instance, the probability of Elsie being medically treated was high at the first time of admission but since the power of nurses to make a decision concerning her treatment was limited they could not adopt any advanced treatment. The paramedics were threatened to be sued an act which affects their performance. Besides performance it affects them psychologically and when it is not well handled it can cause some mental problems. The family is affected psychologically and socially (Harman Cornelius, 2015). The death of fam ily members brings stress and loneliness which when not well taken care of it can lead to mental illness. Resolution Healthcare professionals interact directly with the people, and the intensity of the conflict depends on of the social and professional factor of the professionals. Since the code of ethics emphasis on the relationship between the professionals and the community the conflict can be solved by bridging the gap between the healthcare and the community. When the professional are up to date with the code of ethics the community enjoys quality services and the probability of any decision made by the professional to fail is very low. The community develops confidence and trusts an aspect which solve the conflict. When trust is built the professionals have a conducive environment to work on and any decision they make is highly respected. The community comprises of different cultures and when the professionals are not versant to the culture they end up making the wrong decision. Increased cultural capabilities of the practitioners help in solving some conflicts. Additionally, every culture is respected in decision-making, therefore, satisfaction in case a professional makes a decision geared at restoring the health of a patient. Profile of a health care plays a key role in winning the trust of the community. When the healthcare provides quality services and its history of restoring patient health repeats, then any decision made by the professionals will be respected irrespective of whether they are legally or ethically right. Conclusion The intensity of legal and ethical conflicts depends on the relationship between the professionals and the community. When skilled and experienced professionals are involved in such cases the intensity of the conflict is reduce since the professionals are versant to principles, virtue and rights governing all the stakeholders. Health professionals should improve on their code of ethic and conducts to bridge the gap between the community and the healthcare a step which will help in solving the conflict. Finally rights of each stakeholder stand to be respected and any violation legal action should be taken. References Alspach, J. (2013). The core curriculum for critical care nursing. St. Louis, MO: Saunders Elsevier. Ashcroft, R. (2012). Principles of health care ethics (2nd Ed.). Chichester, West Sussex, England: John Wiley Sons. Bma; British Medical Association. (2012). Medical ethics today (3rd edition). Hoboken: John Wiley. Buetow, S. (2016). Person-centred health care. United Kingdom: Pan Macmillan. Devettere, R. (2016). Practical decision making in health care ethics. Burlington: Jones and Bartlett Publishers. Forrester, K. Griffiths, D. (2011). Essentials of Law for Medical Practitioners. Elsevier Health Sciences. Gallagher, A. Hodge, S. (2012). Ethics, law and professional issues. Basingstoke: Palgrave Macmillan. Hamlin, L., Richardson-Tench, M., Davies, M. (2011). Perioperative Nursing. London: Elsevier Health Sciences APAC. Harman, L. Cornelius, F. (2015). Ethical health informatics. London: Olympia Publishers. Johnstone, M. (2011). Bioethics (2nd Ed.). Sydney, N.S.W.: Churchill Livingstone/Elsevier. King, J. Hawley, R. (2012). Australian Nurses' Dictionary. London: Elsevier Health Sciences APAC. Lustig, B. (2012). Bioethics Yearbook. Dordrecht: Springer Netherlands. Mitchell, D. Haroun, L. (2012). Introduction to health care. Clifton Park, NY: Delmar, Cengage Learning. Nys, T., Denier, Y., Vandevelde, T. (2013). Autonomy paternalism. Leuven: Peeters. Pozgar, G. Santucci, N. (2015). Legal aspects of health care administration. Lancaster, PA: DEStech Publications. Townsend, R. Luck, M. (2013). Applied Paramedic Law and Ethics Australia and New Zealand. Chatswood, N.S.W.: Elsevier Australia. Wynia, M., Kishore, S., Belar, C. (2014). A Unified Code of Ethics for Health Professionals. JAMA, 311(8), 799. https://dx.doi.org/10.1001/jama.2014.504

South Africas Youth Essays - Labour Economics, Racial Segregation

South Africa's Youth SOUTH AFRICA'S YOUTH Reflecting back on the tragedy that just occurred at Columbine High School in Denver Colorado and the generalizations being made about the U.S youth and the crisis that we are in and supposedly are experiencing ,I decided to research the youth crisis in South Africa. There is at present no youth crisis as such. However young people find themselves in the midst of a range of crises that should be addressed urgently by the state and society. South African youths as a category refers to South Africans between 15 and 30 years of age; they constitute 29,5% of the population, yet there is no comprehensive youth policy in place to attend to their needs. Most young people share common values of society - signs of radicalism and militarism are found in only a minority of youth. Only a small percentage of South Africa's youth can be considered truly marginalized as the country's youth as a whole and therefore cannot be called a lost generation. Thirty-seven per cent of South Africa population were below the age of 15 in 1991. It can be compared with the average of 40% for similar countries in the world, less-developed countries averaging 44% and industrialized countries 23%. The composition of people between 15 and 30 years, comprised 29,5% of South Africa's population. Figures for racial categories indicate a total of approximately 8,3 million (75%) black, 1,4 m. (12%) white, 1,1 m. (10%) colored and 300 000 (3%) Asian youths in this group. There are many problems for the South African Youth and some of the most challenging problems include family and community instability that leads to a wide range of other social problems for youth. The black family has been under enormous strain partly because of an education system that is not providing all youth with relevant and quality education. Economic stagnation, together with inadequate education, has resulted in high levels of unemployment and poverty, especially among women and blacks. Demographic factors which continue to impact on the South African population and more specifically the youth. It has been estimated that by 1995, 50% of the age cohort 15 to 19 will live in urban areas. The extent to which young people from the different racial and cultural groups have become isolated from one another, with the accompanying negative stereotypes, intolerance and racism. A historical survey in the report leaves little doubt that South African youth have over the years been victims of political and socio-cultural crises. They have been subjected to poverty, blatant political manipulation, racial and other divisions that tore the country apart, and a lack of any systematic youth policy to attend to their needs. As a group, they have for many years been largely ignored by the leaders in control of their destiny. And yet, from the earliest decades of the century, they have attempted to assert themselves by forming youth organizations, by protesting against injustices and by insisting on a decent education and living conditions. Unemployment has been a struggle for the South African Youth. Studies show roughly 42% of youth between the ages of 15 and 30 were unemployed. Young women were particularly disadvantaged. In the first place, they were less likely to be part of the labor force because large numbers were involved in unpaid domestic work. Secondly, they found it difficult to find employment while being involved in unpaid domestic work. Unemployment affects the unmarried, junior members of households more adversely than the other members. Unemployment is higher in the homelands and in urban areas that comprise squatter and informal settlements close to the major metropolitan area. It is however unclear as to whether unemployment is higher in rural or in urban areas. At the time, studies indicate 45% of the black, 12% of the white, 40% of the colored and 29% of the Asian youth were unemployed. Family structure and living conditions play an important role. The core family has been seriously affected by social upheavals. Studies indicate that 22% of white, 20% of Asian, 32% of colored and 40 % of black families are currently headed by females. Stability may be found in nuclear, extended, compound or single-parent families. The extended kinship system among blacks and Asians seems to

Is Iago the real hero in Shakespeares Othello Essay Example

Is Iago the real hero in Shakespeares Othello Essay Example Is Iago the real hero in Shakespeares Othello Paper Is Iago the real hero in Shakespeares Othello Paper Contrary to the mainstream belief of Othello being the tragic hero, I think Iago is the real hero in Shakespeares Othello the moor of Venice. A traditional hero defined as a a man of distinguished courage or ability, admired for his brave deeds and noble qualities. This definition however does not apply to Iago, who is a far more complex hero. He is more similar to the Byronic hero which is a sub type of anti hero. A Byronic hero is: A character of larger-than-life flaws, he generally has very few (if any) redeeming qualities beyond panache and seldom performs any of the heroic actions that are usually required of an Anti Hero. In some cases, the hero part of the name seems to be there only because he tends to be a primary protagonist and thus is a Designated Hero. 1 The word panache used here means a dashing manner; style; swagger . This certainly applies to Iago whose attitude and charisma is a big part of his character. Iago is not the type of hero described in the ancient philosopher Aristotle works. He is more like a hero the audience can relate to, and the focus of the story. After all Iago has 1097 lines whereas Othello only has 274. A lack of lines and a focus as a main character is not the only thing that Othello lacks. In a historical context, an Elizabethan era audience would be more sympathetic and supportive of Iago than Othello. This doesnt mean that the audience was racist. It is simply the fact that Iago is a character the audience could relate to whereas Othello represents the unknown. The combination of his race and his high rank alienates the audience and they would be more likely to support Iagos efforts. Othello therefore would be unable to achieve one of the main goals of a tragedy: invokingfear, pity, sympathy and empathy2 if the audience where with Iago. Another criterion of being a tragic hero is high birth or high status. Othello may hold a high rank in the army, but whether this high status carries any weight in Venetian society is another matter. It could be argued that Othello is merely a military asset of the Venetian government. He is competent at being a soldier but his race is what sets him apart from other generals and noblemen. No matter how civilized and well spoken he is he is still seen as a barbarian. This is demonstrated in the opening scene where we only hear of Othello in negative and derogatory terms before his first appearance and before his name is even mentioned As I mentioned earlier the whole purpose of a tragedy, according to Aristotle, is to provoke great empathy and sympathy from the viewer and give a sense of loss and gain in self-worth, analysis and being. 2 This is mainly shown through the downfall of the main character from a high position leading to the eventual death. But if you take away the audiences support (feelings of sympathy and empathy etc) and the downfall from a high position in society, then Othello will just be a barely civilized barbarian, who murders his wife in a savage bout jealousy at the slightest rumours. And it would match the stereotypes about black people being hot-headed and rash. Another thing that sets Iago apart fro Othello is his use of language. Although Othello is very eloquent and poetic in his use of language at the start of the play, it shows a pattern of steady deterioration. Othellos language becomes more barbaric. O, blood, blood, blood! (III. iii. 452) In contrast, Iagos use of language is his main tool of manipulation. In Act I scene I he uses vulgar bestial imagery to provoke a reaction from Brabantio: Even now, now, very now, an old black ram / Is tupping your white ewe (I. i. 8-89) Moments later, he yells to Brabantio: youll have your daughter covered with a Barbary horse; youll have your nephews neigh to you; youll have coursers for cousins and gennets for germans (I. i. 111-114) Basically he says if Brabantio doesn do something, his whole family will be nothing but horses. This animal imagery that Iago uses is one of the major devices he uses to control his victims, as it helps him call out their rasher, more impulsive and more violent sides. The example above was meant to rush Brabantio into action, to create a sense of urgency, as he uses a repetition of the word now When Othello demands some proof of Desdemonas adultery, Iago tells him that he will never be able to catch Desdemona and Cassio in bed together, while at the same time describing their coupling It is impossible you should see this, / Were they as prime as goats, as hot as monkeys, / As salt as wolves in pride], and fools as gross / As ignorance made drunk (III. iii. 402-405) In act 4 scene 1,Iago works Othello into such a state of jealousy that Othello falls into an epileptic fit. When he wakes up, Iago asks, How is it, general? Have you not hurt your head? (IV. i. 59). Othello answers, Dost thou mock me? (IV. i. 60), because he thinks that Iago might mean that cuckolds horns have hurt his head. A cuckold was a man whose wife was having a sexual affair with another man; folklore said that cuckolds grew horns on their heads. This silly myth portrays such men as dumb animals deserving of scornful laughter. Iago denies that he was mocking Othello, and urges him to bear your fortune like a man! (IV. i. 61). Iagos point is that Desdemonas unfaithfulness is just a matter of fortune, bad luck, and that its nothing to swoon over. Othello replies that A horned mans a monster and a beast (IV. i. 2), which probably describes how he is feelingstrange, non-human. Iago replies that Othello has plenty of company because every city is full of cuckolds. Othello then asks if Iago has heard Cassio confess that he had sex with Desdemona. Rather than give a direct answer to Othellos question, Iago keeps talking about the difference between a beast and a man. He says, Good sir, be a man; / Think every bearded fellow thats but yoked / May draw with you (IV. i. 65-67). Think, like be, is a command; Iago is again telling Othello that there are many other men who are cuckolds, and that he should take it like a man. At the same time, his metaphor suggests that Othello is a beast after all. Oxen are yoked so that they can pull (draw) a plow, and Iago uses the oxens yoke as a metaphor for marriage. In short, any married is likely to be a beastly cuckold. At the end of the same scene, after Othello thinks he has overheard Desdemona confess her love for Cassio, Othello exits with the exclamation, Goats and monkeys! (IV. i. 263), which is an echo of Iagos earlier statement to Othello . Thus we see how Iagos beastly imagery has taken root in Othellos mind.

The 10 New SAT Changes and What They Mean for You

The 10 New SAT Changes and What They Mean for You SAT / ACT Prep Online Guides and Tips Times, they are a-changin’. Bob Dylan’s 1964 anthem of change may not have originally referred to a college admissions test, but it certainly applies to the SAT overhaul of 2016. The redesigned test features huge changes from its previous version, in terms of its structure, scoring, and content. Read on to learn about the major updates and what you can do to prepare for them. To start, let’s take a look at the test’s structure and exactly how it’s a-changin'. Changes in SAT Structure: Four Long Sections and Optional Essay Anyone familiar with the old SAT will immediately notice huge structural changes in the new test. While the old SAT had ten shorter sections, the new SAT has just four (or five with the optional essay). The old SAT’s subject order was largely random, but the new SAT’s order is predictable: first, Reading; second, Writing and Language; third, Math No Calculator; and fourth, Math with Calculator. Its Essay section is now optional, and you can choose to add it as a fifth section at the end. You can compare the structure of the old and new tests and see just how different they are in the charts below. Old SAT Structure The old SAT had ten sections. The first was always the essay, and the last was always a short Writing section. In between, though, you couldn't predict the order of Critical Reading, Writing, and Math. Students had different tests, so the person beside you might have been working on Math while you were skimming throughCritical Reading passages. Two of the Math sections were 25 minutes, and one was 20 minutes. Similarly, two of the Critical Reading sections were 25 minutes, and one was 20 minutes. As for Writing, you had a 25-minute essay, a 25-minute multiple choice, and a 10-minute multiple choice. Compared to the redesigned SAT, this old format seems prettyrandom! Order Section Time in Minutes 1 Essay 25 minutes 2 - 9 3 Critical Reading, 3 Math, 1 Writing, and 1 Experimental Section in any order six 25-minute sections and two20-minute sections 10 Writing 10 minutes Total: 3 hours, 45 minutes New SAT Structure By looking at the chart above, you can tell thatstudents who took the old SAT went into the test with a lot of unanswered questions about its exact format. They couldn't know exactly what order the majority of the test, sections 2 through 9, would come in. On the new SAT, you can know the order and length of each section. You also get more insight into passage and question types, which we'll explore below. First, take a look at the predictable structure of the new SAT. Order Section Time in Minutes 1 Reading 65 2 Writing and Language 35 3 Math No Calculator 25 4 Math Calculator 55 5 Essay (optional) 50 Total: 3 hours, 50 minutes (3 hours without essay) Notice that some of the section names have been changed. Critical Reading has been shortened to Reading, while Writing has been lengthened to Writing and Language (but we'll probably still call it Writing anyway). Another difference you might notice between the two tests is that the new SAT features two Math sections, one where a calculator is permitted and the other where one is prohibited. This is a new feature, as you could always use a calculator on the old SAT. Since the two tests are so different, they require somewhat different approaches to prep. Whether you’ve already studied for the old SAT or not, how can you shape your studying now to approachthis new SAT structure? Since you'll get fewer sections for longer, you'll have even more responsibility for managing your time onthe SAT. Tips for Your Prep The new SAT is all about focus. With just four sections (or five with the essay), you’ll work on one subject for a big chunk oftime. While students taking the old SAT had to get used to quickly shifting their mindset from Reading to Math to Writing and back again, students taking the new SAT will need to concentrate on one subject for an extended period of time. Since you’ll encounter longer sections, you should also practice managing your time across a large amount of material. On the Reading section, for instance, you’ve got to divide your time among five passages over 65 minutes. On the old SAT, you might struggle with one Reading section but have two(or three if your experimental section was Reading)more sections to try again. On the new SAT, you only get one Reading section and can’t return to it. You'llneed to manage your time well and make sure you don’t let one tricky passage or word problem trip you up for the rest of a section. In addition to test-taking and time management strategies, you’ll also need to do some research before you register for the SAT. Besides figuring out your best test date for the SAT, you also need to decide whether or not to take the Essay section. For the most part, this decision relies on your colleges’ requirements. Before you register, check whether your colleges require essay scores on your SAT score report. As a result of its restructuring, the SAT now has a new scoring system too. Read on to learn how the new SAT is scored and tips for adjusting your test-taking strategies. The SAT has shed its scales and embraced a whole new look. Changes in SAT Scoring: Return to 400 to 1600 Scale Any students who took the SAT in 2005 or earlier will recognize the new SAT scoring scale. It now has a maximum score of 1600, rather than 2400. Your score will be half math and half verbal. The math sections will be scored together from 200 to 800, and the Reading and Writing sections will be combined into one Evidence-based Reading and Writing (EBRW) score between 200 and 800. If you choose to take the Essay section, your essay score won’t be factored into your total scores. Instead, you’ll get three separate essay scores between 2 and 8 for Reading, Writing, and Analysis. As with the old SAT essay, two readers will read and score your essay. Just as your essay score is broken down by skill area, your test scores will also get a variety of subscores. You’ll get test scores between 10 and 40 so you can see how you did on Reading, Writing, and Math separately. You’ll also get cross-test scores and subscores that reveal how well you did on specific skill areas and question types. Finally, another big change is the adoption of rights-only scoring. While the old SAT deducted points for wrong answers, the new SAT has no penalties. You’ll get one point per correct answer, but no points added or taken away for wrong or skipped answers. The SAT has undergone big changes in its scoring system. Is there anything you can do to prepare for the new scale? Don't underestimatethe Math section, asit's now worth half of your total score! Tips for Your Prep The changes in SAT scoring affect your test prep in a few ways. First, your Reading and Writing scores no longer count for two-thirds of your total score, as they did on the old SAT. Now Reading and Writing arehalf the score, while math is the other half. This change may shift the amount of time you devote to prepping for each section. Make sure to spend sufficient time on Math, especially if it’s not your strong subject, as it now counts for a greater proportionof your overall score. If you’re writing the essay, you’d be well served to familiarize yourself with the rubric on which graders base their scores. Since you’ll get scores for Reading, Writing, and Analysis, you should learn exactly what you need to accomplish to score an 8 in each of these three categories. While your section and total scores matter most for college, the more specific cross-test scores and subscores can be useful feedback. If you’re retaking the SAT, then these scores can help you identify exactly which question types are your strong point and which ones are weak points. Even if you haven’t taken the SAT yet, you can take the time to calculate these scores from your own practice tests. These scores will give you insight into your strengths and weaknesses, insight you can then use to shape your study plan. Finally, the switch to rights-only scoring means that you no longer have to worry about which questions to answer and which to leave blank. In fact, you shouldn’t leave any questions blank, as there’s no penalty for wrong answers. If you’re not sure on a question, you should still give it your best try. With only four answer choices on the new SAT (as opposed to the previous five), you have an even stronger chance of making a lucky guess! Now that we’ve reviewed the big picture 2016 SAT changes, let’s take a closer look at specific changes to content and question types in each subject area, Reading, Writing and Language, and Math. After you read through these changes, you’ll get an extra one that appears in all three subjects - data interpretation questions. First, though, let’s take a look at the new SAT Reading section. On the new SAT Reading, you'll know the general topics of each of the five passages. Changes in SAT Reading: New Question Types One change to SAT Reading is its greater predictability. You know exactly how many passages you’ll get - five - and the subject matter that each with will deal with - one with US and World Literature, two with History and Social Studies, and two with Science. All of the questions will be passage-based and will test four main skill areas: Command of Evidence, Words in Context, Analysis in History/Social Studies, and Analysis in Science.Many Reading questions resemble those on the old SAT; they ask you to interpret the meaning of a passage, supporting detail, or individual word. There are two big 2016 SAT changes to Reading that you should know, though, the first being the elimination of sentence completion questions. #1: No More Sentence Completions As you just read, the SAT Reading questions are all passage-based. This means that the sentence completions on the old SAT have been completely done away with. These were stand-alone questions that asked you to fill in one or two blanks with often obscure, high-level vocabulary words. On the new SAT, these question types have disappeared. Vocabulary still plays a role, though, as sentence completions have beenreincarnated as Words in Context questions. Words in Contextquestions will ask you the meaning of a word in the context of its passage. These words won’t be especially obscure; instead, they’ll feature more commonly used words that may be being used in an unusual way. While the new SAT has gotten rid of sentence completions, it’s introduced an entirely new question type: the evidence-based question. #2: Evidence-Based Questions For the first time, SAT Reading features questions that relate to one another. One question may ask you to interpret the meaning of a sentence or paragraph. Then the next question may ask for the reason behind your answer to the previous question. This official sample question features one of these new evidence-based questions: Most evidence-based questions will feature this same wording: â€Å"Which choice provides the best evidence for the answer to the previous question?† In the past year, a few students noticed these new question types on the experimental sections of their SAT tests; if you’re in this group, then you may already have some experience with this question type on test day! In addition to learning about these changes in question types, what else can you do to prepare for them? Make sure to incorporate historical and scientific texts into your prep for SAT Reading. Tips for Your Reading Prep There are many concepts and strategies you can use to prep for Reading, but, for now, let’s focus on what you can do to prepare specifically for the changes described above. First, you learned that the texts are no longer predominantly prose, but instead are sourced from history, social studies, and science. To get ready, you should seek out a variety of texts - readings from history and science class may be helpful here - to develop your reading comprehension skills across genres. Science passages can be especially technical, so you want to practice reading scientific texts. College Board’s first official SAT practice test, for example, features a passage by â€Å"Fathers of DNA† Watson and Crick. This type of writing, produced by scientists in 1953, is quite different than a passage from, say, Jane Austen’s Emma. Since sentence completions are gone, you don’t have to worry about studying long lists of obscure vocabulary anymore (as a taker of the â€Å"old SAT,† I still can’t believe students won’t need to memorize the definitions of words like obstreperous and perspicacity!). Instead, you should focus on more commonly used, multiple-meaning words and gain a sense of how meaning shifts depending on context. The final new SAT change for which you should prepare is the introduction of evidence-based questions. While these questions are new, the mindset of backing up your answer with evidence from the text shouldn’t be. Reading questions have always required that you base your answers completely on information presented in apassage. In many ways, these new questions serve as helpful reminders to refer back to the text and to double check that you have specific proof from the text to back up your answers. Now let’s take a look at the new SAT changes in Writing, many of which resemble the changes in Reading. SAT Writing and Language still tests grammar, but in a somewhatdifferent way. Changes in SAT Writing and Language: Passage-Based Questions One new SAT change involves naming: the Writing section is now technically called Writing and Language. Since most long words and titles inevitably get abbreviated, though, the majority of people will probably still refer to it as the Writing section. Just like in the Reading section, the Writing section’s questions are now 100% passage-based. They still ask about English grammar and usage, but they’ll also ask you to do big-picture editing, like reorganizing ideas or adding a sentence to improve meaning. Additionally, you’ll now get some questions that ask about punctuation, like comma and apostrophe usage. As with the Reading section, the subject matter of the Writing passages is predetermined. You’ll get four passages, one each dealing with Careers, Social Studies, Humanities, and Science. Unlike the Reading, you won’t get any prose; instead, the passages will be texts that are argument-based, explanatory, or nonfiction narrative. You’ll get many questions that ask you whether adding a detail or reorganizing sentences would strengthen a passage. Some words and sentences will be best just as they are, so one of your answer choices will be, â€Å"No Change.† Given this switch to passage-based questions, many of which focus on big-picture editing, what can you do to prepare for the new SAT changes in Writing? Tips for Your Writing prep Your prep for the new Writing section remains similar to what it was for the old. You should focus on rules of grammar and usagewhile also adding punctuation rules to your review. The redesigned section also calls for a strong understanding of structure, organization, and transitions betweenideas. Developing your writing and editing skills in school will help you do well in this section. As with the Reading passages, you should also work to sharpen your reading comprehension of texts from various nonfiction genres, especially from the fields of social studies and science. As you read, pay attention to how an author introduces, concludes, and movesbetween ideas, as well as how she uses supporting details to reinforce an argument or central thesis. Again, both verbal sections now place a heavy emphasis on vocabulary, details, and ideas in context with their entirely passage-based questions. As you read, write, and edit in your SAT prep, in school, and in your own time, make sure to pay attention to the context around a word or detail that helps shape its meaning and purpose. Get ready to write out math problems by hand. There are 20 questions that you'll have to solve without a calculator. Changes in SAT Math: New Skills and Calculator Rules The new SAT Math is divided into a 25-minute section and a 55-minute section with a short break in-between. Let’s take a look at the 2016 SAT changes in skill areas, as well as explore the new calculator rules. #1: DifferentSkill Areas The new SAT Math focuses largely on algebra. For the first time, it also features problems that ask about trigonometry and complex numbers. The number of geometry problems has been largely reduced, now making up only about 3 to 5% of the total questions. These trig, complex numbers, and geometry questions fall into the skill area called Additional Topics. The other skill areas are Heart of Algebra, Passport to Advanced Math, and Problem Solving and Data Analysis. Another 2016 SAT change is the emphasis on word problems featuring â€Å"real world scenarios.† College Board says that it wants to test the math you’ll use in real-life situations, like in college courses, jobs, and even your personal life. You’ll see questions, for instance, that ask you to calculate gas mileage of a car or to convert one country’s currency into another. Before discussing how you can prep for the changes in math content, let’s review the secondbig change: the division into a â€Å"calculator prohibited† and a â€Å"calculator permitted† section. #2: No Calculator and Calculator Section You’ll start in on SAT Math with a 25-minute section during which you’re not allowed to use a calculator. The 20 questions in this section don’t necessarily require a calculator; instead, they’re meant to test your understanding of a mathematical concept, rather than your ability to perform complex calculations out by hand. You’ll probably get some basic arithmetic on the No Calculator section, but it won’t go beyond multiplication or division of numbers with decimals. In fact, many of the questions on both sections are easier to solve without the use of a calculator. So even when you’re allowed to use it on your second section, you might be better off solving many of the problems by hand. Taking these changes together, how can you sharpen your math skills and do well in these two sections? Tips for Your Math Prep To begin, you should familiarize yourself with exactly what concepts will be tested on SAT Math. Make sure your practice materials break down each of the major skill areas - Heart of Algebra, Passport to Advanced Math, Problem Solving and Data Analysis, and Additional Topics - into their component subtopics. Then you can pair your review of each concept with relevant practice questions. Your main focus will be algebra, but you’ll need to be able to do some trigonometry and geometry as well. You should also practice reading comprehension when it comes to word problems. Some of these word problems will contain extraneous information, so you’ll need to discern which details are important for working toward a solution. In order to prepare fully for the No Calculator section, you should sharpen your skills of solving multiplication, division, addition, and subtraction problems by hand. You won’t have to do a lot of calculating, as this section aims to test your conceptual understanding rather than your ability to mimic a calculator. Still, though, you’ll get a few questions that will require calculations, so you want to make sure you can still write out these problems long-hand. Finally, you read above that you might not always need a calculator, even on the problems when you’re permitted to do so. College Board says it wants to test your calculator fluency, or ability to determine when a calculator’s a useful tool and when it’s unnecessary. Keep a critical eye on your calculator use as you answer practice questions and take note of which question types call for a calculator and which ones don’t. Now that you’ve seen the main changes in SAT Reading, Writing, and Math, let’s look at the optional fifth section, the SAT essay. Your essay prompt may saysomething like, Explain how the dog presents his argument that sweaters should notbe shared with parrots. Your essay should not explain whether you agree with the dog, but rather explain how he builds an argument to persuade his avine audience. Changes in SAT Essay: Analyzing an Argument The fact that the essay’s now optional is one major change; in the past, it was your first section on the SAT and factored into your overall Writing score. Now, the essay will come last if you choose to take it. The old SAT essay was only 25 minutes. It presented you with a quote and asked you to â€Å"take a stand,† supporting your opinion with examples from just about anywhere. You could talk about experiences in your own life, observations of others, characters in books, or historical events, to name a few. Your examples had to support your opinion, and you were welcome to use the first person â€Å"I† throughout. The new SAT essay is twice as long at 50 minutes. Unlike the old essay, the new essay doesn’t ask for a personal opinion. Instead, it asks you to write a third-person analysis of the argument presented in a given passage. (If you’ve made it this far in the guide, you’ve probably noticed that lots of content on the new SAT is passage-based.) You’ll get a passage, followed by a prompt that asks you to analyze the passage’s central argument. In particular, you’ll describe the devices the author uses to present his/her point of view. In order to analyze the argument, you’ll need to understand how supporting evidence and rhetorical devices function in the passage. While the old essay was often abstract, personal, and philosophical, the new essay is more concrete and analytical. Because this section has changed so much and uses a distinct scoring system from the other sections, you’ll want to prep specifically for this section if you decide to take it. Tips for Essay Prep First and foremost, you need to figure out whether taking the essay is beneficial to you. For most students, this means researching your prospective colleges’ policies on the SAT and whether or not they want to see this section. If you’re a younger student unsure where you want to apply or if your colleges still haven’t set a policy, then you may choose to take this section just in case. More selective colleges are likely to require that you take the SAT with Essay. Your prep for this section should be largely different than it was on the old SAT. For instance, you don’t need to show up prepared with flexible examples that you could apply to many prompts. Instead, you should practice your skills of analysis, particularly analysis of how an author uses rhetorical devices and presents evidence to persuade readers of her point of view. As with the old SAT, you should get a firm grasp ofstructure and practice writing this kind of essay under time limits. You might pair up with a friend and grade each other’s using the essay scoring rubric. Through practice, you’ll improve your skills at analyzing an argument and writing a thesis-driven five paragraph essay under time limits. Before reviewing the key new SAT changes you’ll see on the redesigned test, let’s look at one more addition that pops up across the test: data interpretation questions. Prepare yourself. We're heading into charted territory. One More Change: Data Interpretation Questions If you flip through a sample SAT, you’ll see graphics popping up in every section of the SAT. While you may be used to seeing graphs in the Math section, now you’ll get graphs, tables, and charts in Reading and Writing too. A graphic will accompany one or more passages in both the Reading and Writing sections. You’ll get a few data interpretation questions that may ask whether the passage and graph are in sync with each other. A Writing question could ask if adding or deleting a data point from the graph would clarify a passage’s main argument. Below are a few official examples of data interpretation questions, one each from Reading, Writing, and Math. We'll be posting a guide to answering data interpretation soon, so check back for more strategies on attackingthese new questions! Example of a Data Interpretation Question in Reading Example of a Data Interpretation Question in Writing Example of a Data Interpretation Question in Math The latteris also an example of an Extended Thinking question in Math, in which more than one question refers to the same graphic or word problem. You should only get one Extended Thinking question, and it will likely show up in the calculator permitted section. Since data interpretation questions show up all over the test, you’ll want to sharpen your skills of reading graphs, tables, and charts. This shift, along with the others mentioned above, will help you prepare for the 2016 SAT changes. Let’s quickly review the main updates in each section and the test as a whole. Students, the SAT of the future is here. Final Thoughts: Key New SAT Changes In many ways, the new SAT looks likea whole new test. Its structure is radically different, with just four sections, Reading, Writing and Language, Math No Calculator, and Math with Calculator, as opposed to its previous ten. While the old SAT had students write a 25-minute opinion-based essay at the beginning of the test, the new SAT gives students the option of writing a 50-minute evidence-based essay at its end. While the old scores fell between 800 and 2400, the new SAT is scored between 400 and 1600. No longer do all three sections haveequal weight. Now, Math counts for half of your total score and Reading and Writing together make up the other half. As you read above, the Reading section has largelyeliminated high-level vocabulary words and features new evidence-based questions. Writing questions are also all passage-based and ask you to edit grammar, punctuation, and structure. For the first time, the SAT contains a Math section for which you can’t use a calculator. The math questions primarily focus on algebra, but you’ll also get a few geometry, trigonometry, and complex numbers questions. As you just read, data interpretation isn’t consigned to just the Math sections; you’ll find and interpret graphics on all three sections of the test. If you’ve made it this far, then you’ve already completed an important first step of your SAT prep: familiarizing yourself with the changes on the redesigned test. By first understanding the structure, scoring, and content of the new test, you can then move onto studying concepts and taking practice tests. Once you’ve learned all about the test, you’re ready to jump into studying and master the SAT. What’s Next? You’ve learned all about the changes, so now it’s time to delve into SAT content and strategies. Check out ourultimate study guides to learn all about concepts,question types, and strategies forthe SAT Math, SAT Reading, and SAT Writing. Are you taking the SAT with Essay? This comprehensive guide walks you through how to write an SAT essay, step by step. Are you deciding between the SAT and ACT? This guide compares the two tests so you can see all of their similarities and differences. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Devil's Knot by Mara Leveritt Essay Example | Topics and Well Written Essays - 1750 words

Devil's Knot by Mara Leveritt - Essay Example Three other teenagers are convinced in committing the crime. Here are their names: Jason Baldwin, Damien Echols and Jessie Misskelley. There was much various evidence found in the trial to prove the guilt of the three young people. However, all of them seem to be just the police’s attempt to keep their reputation by means of solving the case. This fact can be easily proved by analyzing the key elements of the prosecution case. As for the evidence and witness testimony against Damien Echols and Jason Baldman, it is necessary to consider the following things: the lake knife, the fiber evidence, the testimony of Dale Griffis, the testimony of Michael Carson and the testimony of the girls from the snowball game. The first evidence against the accused boys is the knife found in the lake. According to Deanna Holcomb’s testimony, Echols was carrying the similar knife one day. The similarity of the knife was connected with the information that there were upside-down crosses in the boy’s room together with the journal about dead children. As for me, I think that seeing the knife in the boy’s hand is not firm evidence against him. I do not think that the one who killed three people is able to walk in the street with the same knife without the fear of being suspected in the crime. Perhaps, Deanna Holcomb saw something like toy knife of the similar size and thought that it was the tool of the murders. She had no opportunity to look at that knife closer and there is no evidence that the knife (if there was any) carried by Echols was the one from the lake. DNA analysis was one more important evidence. I think that it is central evidence in the whole trial. The results were the following ones: None of the genetic material recovered at the scene was Damien Echols’, Jason Baldwin’s or Jesse Misskelley. A hair found in the ligature applied in order to bind Michael Moore was consistent with Terry Hobbs (Steven branch’s stepfather). Genetic material taken from the penis of Steven Branch belonged to the individual other than any of the defendants or victims. A hair taken from a tree root or stump at the crime place was consistent with the hair of one of Mr. Hobb’s friends who was together with him when the crimes took place. It is not difficult to see that the results of analysis of fiber evidence have nothing in common either with Damien Echols or Jason Baldwin. To my mind, the court should have doubted this evidence at once. It is not against the accused, but it proves that the three teenagers are innocent and could not commit the crimes. Dr Dale Griffis was an occult expert who attended no primary classes. I do not understand why he was listened to at all. According to his words, there were a lot of various drawings of a pentagram and upside down crosses in Echols’s room. Griffis was sure that it is the sign of Satanism and the three boys were killed in order to perform some Satanist rituals. M oreover, the doctor frequently saw the accused children dressed in black, their nails and hair were also black and there were tattoos on their body. It was the sign that the teens practiced Satanism. As for this evidence and point of view, I do not think that it is a reliable one. Wearing black closes and having dark nails does not mean that a person (especially a child) is Satanist and killed somebody to perform a ritual. Moreover, it was a mistake to listen to a person who just pretends to be an expert in the occult, but does not have enough knowledge for this. From my perspective, it is one more mistake made by the police and justice. There was an important testimony given by sixteen-year old Michael Carson.

See Attachment Essay Example | Topics and Well Written Essays - 1750 words

See Attachment - Essay Example The author has derived solutions from various students in different media such as Facebook and emails. The students talk about their experiences and therefore they can give definite answers about the topic. The most significant convection in the particular text is the mechanic, usage, and the sentence formation. First the author uses quotation marks to highlight the responses are given concerning a particular topic. The author does this to show that the ideas are not his. This helps the reader to understand the topic from first person’s point of view (Mohan 2015). The use of the quotation marks also shows that the writer has followed the formal way of writing whereby it requires one to quote other people’s ideas. The writer could also have used commas to ensure that the reader does not strain while reading. The author has also used commas in complex sentences. The author has also used the first person tone in some of the answers. For instance, in the case whereby in one of the responses the student talks about how he/she used all their savings during the first weeks in school. To establish her credibility, the author uses other people’s arguments. In this case, the writer ensures that the readers get the facts from first person’s experiences. To achieve this, the author derives the answers from various social media such as Facebook and emails. While reading the text one also realizes that the answers are based on first person’s experiences thus giving the text the credibility it deserves. To emphasize on the reliability of the text the author has also ensured that she includes where the fact is from. The author does this by acknowledging the contributor and the place where the answer was posted. In formal writing, it is advisable to ensure that one cites any idea that it is not there’s. The author also uses logos appeal whereby she uses one person’s experience and then generalize it. In

Media Violence Essay -- essays research papers

Does entertainment influence society's attitude towards violent behavior? In order to fully answer this question we must first understand what violence is. Violence is the use of one's powers to inflict mental or physical injury upon another; examples of this would be rape or murder. Violence in entertainment reaches the public by way of television, movies, plays, music, and novels. Through the course of this essay it will be proven that violence in entertainment is a major factor in the escalation of violence in society, once this is proven we will take all of the evidence that has been shown throughout this paper and come to a conclusion as to whether or not violence in entertainment is justified and whether or not it should be censored.   Ã‚  Ã‚  Ã‚  Ã‚  Television with its far reaching influence spreads across the globe. Its most important role is that of reporting the news and maintaining communication between people around the world. Television's most influential, yet most serious aspect is its shows for entertainment. Violent children's shows like Mighty Morphing Power Rangers and adult shows like NYPD Blue and Homicide almost always fail to show human beings being able to resolve their differences in a non-violent manner; instead they show a reckless attitude that promotes violent action first with reflection on the consequences later. Contemporary television creates a seemingly insatiable appetite for amusement of all kinds without regard for social or moral benefits (Schultze 41). Findings over the past twenty years by three Surgeon Generals, the Attorney General's Task Force on Family Violence, the American Medical Association, the National Institute of Mental Health, the American Psychiatric Association, the American Psychological Association, the American Academy of Pediatrics, and other medical authorities indicate that televised violence is harmful to all of us, but particularly to the mental health of children (Medved 70-71).   Ã‚  Ã‚  Ã‚  Ã‚  In 1989 the results of a five year study by the American Psychological Association indicated that the average child has witnessed 8,000 murders and 100,000 other acts of violence on television by the time he or she has completed sixth grade. In further studies it was determined that by the time that same child graduates from high school he or she will have spent 22,000 hours w... ...p;  Ã‚  Ã‚  Ã‚  If the government ever did censor violent entertainment who knows where they would stop, or even if they would. Perhaps they would try to censor violent speech or try to censor the speech of those who disagreed with the actions of the government. The simple message is don't promote censorship, because it could easily get out of hand, and as the old saying goes â€Å"the road to hell is paved with good intentions†. There are then only two ways to get rid of the violent entertainment in our lives: we could shame those who make the violent movies, television shows, books, and plays, into having a social conscience, making them be less prone to creating violent entertainment; or we could simply solve the problem ourselves, with a push of a button, or the turn of a page. Work Cited ~ American Rifleman (1993). TV Violence: Does it Cause Real-Life Mayhem? Lamson, Susan R, 19-23, 30-50, 100-109 ~ Greenhaven Press, (1992). Youth Violence. Leone, Bruno, 32-48. ~ www.nccev.org/violence/statistics/statistics-media.html ~ www.columbia.edu/cu/21stC/issue-1.2/Media.html ~ www.health.org/govpubs/ms714.html ~ www.pbs.org/newshour/forum/ september99/media_violence.html

Consumption Of Beverages By Children Health And Social Care Essay

The ingestion of drinks by kids has changed in the types and measures ( Marshall et.al, 2003 ) , in such a manner that milk and H2O consumptions have decreased and fruit juices and carbonated soft drinks have increased ( Heller et.al, 1999, cited by Sohn et.al 2006 ) . This alteration is of the involvement of the public wellness concern because it is may be associated to both general wellness diseases e.g. fleshiness and diabetes ( Marshall, 2003 ) , and unwritten wellness diseases e.g. dental cavities and dental eroding ( Tahmassebi e.t.al, 2006 ) . Sugar ingestion has besides increased in developing states ( Ismail et al. , 1997 ) ; this is besides applied to carbonated soft drinks ingestion in the Sultanate as late reported ( WHO, 2005 ) . However, the effects of these forms of ingestion of soft drinks on dental cavities have non good studied ( Sohn et al, 2006 ) . Furthermore, it is described that the deductions of soft drinks on dental cavities is weak or non existing ( Froshee and Storey, 2004 ) . Main account for this is that fluoride exposure has weakened this relationship ( Karjalainen, 2007 ) . Consequently, some writers concluded that soft drinks are non serious menace to dental cavities, and the schemes to cut down dental cavities should be based on good unwritten hygiene and the usage of fluoridated toothpastes ( Froshee and Storey, 2004 ) . Although dental cavities is worsening in developed states, the state of affairs is non the same in developing states ( Moynihan and Petersen, 2004 ) . Sultanate of Oman is a underdeveloped state, and the three national studies of the prevalence of dental cavities in schoolchildren in Oman are in consistent with this construct ( Alismaily et al. 1996 ; Alisamaily e.t.al, 1997, Alismaily et al, 2004 ) . And the prevalence is expected to increase in this state ( MOH, 2010 ) . The school preventative unwritten wellness programme didn & A ; acirc ; ˆâ„ ¢t discourse the issue of high ingestion of carbonated soft drinks to increase the consciousness among the wellness attention workers in the school particularly the dental squad and the pupils. This is besides applied to the dietetic guidelines in Oman, although they recognised the issue of carbonated soft drinks but there are no guidelines to understate the effects of these drinks other than urging cut downing the ingestion of sugary drinks. Against this background to develop unwritten wellness publicity programmes to cut down dental cavities prevalence in this group of the population and related to soft drinks ingestion should be based on grounds based relationship between dental cavities and the ingestion of soft drinks.soft drinks and public wellnessThe addition in the ingestion of soft drinks raises the concern of public wellness as it may be related to both general wellness e.g. fleshiness, and unwritten wellness e.g. dental cavities and dental eroding.1.1.1soft drinks and fleshinessThe rate of fleshiness is associated with overconsumption of soft drinks ( Marshall et al, 2003 ) . This is because of the addition in energy consumption which is related to soft drink ingestion ( Guthrie and Morton, 2001cited by Shenkin et al. , 2002 ) . Obesity is a chief public wellness involvement as it is linked to chronic disease e.g. cardiovascular diseases and diabetes type2, which are historically associated to old age but now a re being seen often in kids and stripling ( Shenkin et al. , 2002 ) .1.1.2. Soft drinks and dental erodingDental eroding is the loss of the difficult tissue of the tooth without engagement of bacteriums ( Barbour et al. , 2008 ) . The demineralization of enamel occurs when the PH falls below the critical value 5.5, thereby a drink or a nutrient of PH lower than 5.5 may do eroding ( Moynihan and Petersen, 2004 ) . There is grounds of prevalence increasing of dental eroding in industerlised states, and this is related to increase in tendency of acidic drinks ingestion ( Moynihan and Petersen, 2004 ) .1.1.3 Soft drinks and dental cavitiesDental cavities is the loss of tooth tissue mediated by bacteriums. It is a multifatorial disease, where the bacterium in unwritten pit ( streptococcus Mutans ) ferments the saccharides ( sucrose and fructose ) this produces acid which lowers unwritten PH below 5.5 and demineralises the tooth construction ( Marshall et al. , 2002 ) . Soft drinks are rendered cariogenic because they contain high sum of saccharose and fruit sugar, there are 10 spoons of these sugars in one 12 ounce can of sugary sodium carbonate ( Shenkin et al. , 2002 ) . Another factor is its acidogenicity, most of these merchandises have PH below the threshold degree of 5.5, their PH in the scope of 2.5-3.5 ( Milosevic, 1997 cited by Shenkin et al. , 2002 ) , and this may do dental cavities and dental eroding ( Shenkin et al. , 2002 ) . Although sugar is an aetiologic factor of dental cavities but the extent of its consequence is besides determined by other factors these are ; frequence and sum of consumption, exposure to fluoride either locally e.g. toothpaste, or consistently by H2O fluoridization, and besides the degree of bacteriums ( Shenkin et al. , 2002 ) . In a systematic reappraisal by Burt and Pai to measure the association between sugar ingestion and cavities risk they found that two surveies out of 36 have strong relation between these two factors whereas the remainder either moderate or no association ( Burt and Pai, 2001 ) . And sing the association between soft drinks ingestion and dental cavities there is incompatibility in the consequences and the relation is less recognized ( Marshall, 2003 ) . This led some writers to urge that the scheme of dental cavities bar should be based on bettering unwritten hygiene than sugar limitation ( Gibson and Williams, 1999 ; Froshee and Storey, 2004 ) .The tendency of Soft drink ingestion in developed states and in OmanIn USA there is an addition in the ingestion of soft drinks in schools in the last 30 old ages and there is a diminution in dairy ingestion ( Shenkin et al. , 2002 ) . A scope of 56 % -85 % of schoolchildren consume 1 soft drink daily at least ( commission on School Health, 20 04 ) . In Oman the tendency of Soft drink ingestion is besides increasing. International Marketing Economic Service ( IMES ) reported that the ingestion of soft drinks in Oman has increased between 2001 and 2005, in 2005 the market was around US $ 87 million, and the most popular carbonated soft drink was Mountain Dew ( IMES Consulting, 2006 ) . Among school age kids, it was identified by Global School Survey ( GSHS ) in 2004 that 33.4 % of the Omani pupils drink carbonated soft drinks which are specifically Coke, Pepsi, and Mountain Dew two or more times per a twenty-four hours in the last 30 yearss. Actually this was one of the most alarming behaviours found in this questionnaire, and it recommended the execution of national scheme to better the school community & A ; acirc ; ˆâ„ ¢s wellness ( WHO, 2005 ) .20012002200320042005Entire ingestion 341.5 340.1 360.6 385.2 424.6 Volume growing 9.0 % -0.4 % 6.0 % 6.8 % 10.2 % Table1. Trend of soft drink ingestion in Oman. Source ( IMES, 2006 ) .The belongingss of carbonated soft drinks in OmanIn a survey done by me in 2000 as an undergraduate pupil in the signifier of Summer Project the belongingss of common drinks in two metropoliss from two states ; Cork metropolis in Republic of Ireland and Jalaan metropolis in Sultanate of Oman related to dental wellness are analysed, and these are the PH and fluoride content ( DOHC, non mentioned ) . The PH and the fluoride content of the common carbonated soft drinks in jalaan metropolis from Oman are summarised in table2.Carbonated soft drinksFluoride ( ppm )pHEverves Club Soda 0.38 4.97 Royal Strawberry 0.49 3.36 Fairy 0.01 2.85 Kaliber 0.37 4.20 Miranda Apple 0.22 2.98 RC Cola 0.32 2.61 7 up 0.20 3.10 Fanta Orange 0.01 3.29 Miranda Orange 0.44 2.90 Coca Cola 0.01 2.77 Mountain Dew 0.27 2.55 Table.2. PH and fluoride degree of carbonated soft drinks in Jalaan metropolis ( beginning DOHC ) We can see these samples are representative of the hall state as there are merely three local manufacturers and one importer of carbonates in Oman and each manufacturer is for different trade names e.g. Cola and Pepsi trade names ( IMES confer withing, 2006 ) . The mean PH for the carbonated soft drinks was 3.23 which is below the critical value 5.5 as we mentioned earlier which render these drinks as potentially cariogenic and erosive. The mean fluoride degree was 0.25 ppm ; this is below the populace fluoridated H2O in Oman which is 0.5ppm ( Alismaily et al, 2004 ) . Unfortunately there is no information sing the ingestion of bottled H2O in schoolchildren, and if the form that carbonated soft drinks is replacing the usage of bottled H2O so the exposure to fluoride is less than the optimum preventative degree and this will increase the prevalence of dental cavities.The tendency of dental cavitiesAlthough there is an addition in the ingestion of soft drinks in developed states the pr evalence of dental cavities is worsening in the last 30 old ages in these states, and it is increasing in developing states ( Moynihan and Petersen, 2004 ) . This is attributed to the exposure of fluoride ( Karjalainen, 2007 ) .The tendency of dental cavities in OmanThere were three national studies conducted in Oman to find the prevalence of dental cavities in three group school kids. The prevalence was 84.5 % in 6 old ages old kids ( Alisamaily e.t.al, 1997 ) , and it was 58 % in 12 old ages kids ( Alismaily e.t.al, 1996 ) . When the same cohort was examined three old ages subsequently the prevalence increased to 69 % ( Alismaily et al, 2004 ) . The Mean DMFT has risen from 1.5 to 3.2, and those who were cavities free fallen from 42 % to 27 % ( Alismaily et al, 2004 ) .Actually these figures are alarming if we put in our head that about 35.3 % of the Omani population are under 15 old ages of age ( MOH, 2008 ) so the prevalence of dental cavities is high in the tierce of the popula tion. These studies besides expect the prevalence is on the rise ( MOH, 2010 ) . And since the 2nd study there was a call for the development of preventative unwritten wellness plan ( Alisamaily e.t.al, 1997 ) . Although the tendency of the prevalence of dental cavities can be recognized in these three studies, the determiners of dental cavities in these age groups e.g. the dietetic wonts of sugar consumption are non determined yet there is an addition of ingestion of carbonated soft drinks. These factors are of import to develop a preventative scheme for dental cavities.The consequence of dental cavities on quality of lifeOne of the most common chronic diseases in kids is dental cavities and it can impact school attending ( Marshall et al, 2003 ) . In all over the universe, kids with dental cavities might acquire apprehensiveness from others because of their visual aspect, anxiousness and hurting, malnutrition because eating diet with low fruit, and early loss of the tooth ( Moynihan and Petersen, 2004 ) . For these grounds it is of import to cut down the prevalence of dental diseases in Oman as it is besides a preventable disease.The current dietetic guidelines in Oman sing dental cavities and soft drinksThe hazard factors presented in the dietetic guidelines which are associated with dental cavities are the sum and frequence of free sugar consumption and undernutrition, and those which are associated with cut downing dental cavities are fluoride exposure, difficult cheese and masticating gum ( MOH, non mentioned ) . Actually these factors are taken from WHO study of Diet, Nutrition and Prevention of Chronic diseases on 2003 ( WHO,2003 ) , nevertheless carbonated soft drinks are non specifically associated with dental cavities in the guideline nor even the best ways to cut down its effects have been discussed ( MOH, non mentioned ) . Furthermore the Manual Guidelines for Preventive School Oral Health Programme which was developed in 2005 in Oman didn & A ; acirc ; ˆâ„ ¢t discourse the issue of soft drinks and its impact on dental wellness, and this including besides the unwritten wellness instruction programme in schools ( MOH, 2005 ) .The purposeReview the association between the ingestion of carbonated soft drinks and dental cavities experience among schoolchildren. Develop unwritten wellness recommendations related to soft drinks ingestion for kids ( in schools ) in Sultanate of Oman.The aimsConduct a literature reappraisal to measure the relationship between ingestion of carbonated soft drinks and dental cavities experience among schoolchildren. And finding the factors that minimise or cut down the cariogenic consequence of carbonated soft drinks. Review the grounds base on the bing wellness publicity recommendations for carbonated soft drink ingestion among schoolchildren. Make recommendations for the ingestion of soft drinks by schoolchildren in Oman.

A SWOT Analysis on Zespri International Ltd. - Free Essay Example

Sample details Pages: 6 Words: 1737 Downloads: 8 Date added: 2017/06/26 Category Business Essay Type Case study Did you like this example? TASK 1 New Zealand is second largest kiwi fruit producing company in the world, next to Italy. New Zealand kiwi fruit are now market under the brand name Zespri. Zespri International Ltd. is owned by 2,700 local growers through Zespri Group Ltd which was established in 2000. SWOT analysis Strengths Brand Strength and size. New Zealand and growing expertise. Willingness to invest. Product Variety. Relationships with growers. Weaknesses Don’t waste time! Our writers will create an original "A SWOT Analysis on Zespri International Ltd." essay for you Create order 9- month growing season Marketing limited to saturated markets High production and distribution costs Relatively small growth in orchards compared to completion Internal grower coriflicts Opportunities Niche market opportunity. Marketing opportunities. Room for growth in existing markets. Greater industry collaboration. Technological opportunity for increased efficiency. Threats Competition ,Enza or other fruit companies. Threat of legislation spurred by Enza. Number of diseases (PSA, Batteries) Environmental Threats 1.1 a) Operational objectives- It has tight logistical control; kiwi is only accepted after it is inspected, loaded and on a ship to its destination. Each kiwi can be traced back to a packing plant and farm it came from. There is also tight control on licensing to produce the brand. The Gold variety is very profitable for growers. The facilities built near large sales areas are essential to the effective operation of Zespri. During the growing season, Zespri closely monitors each marketà ¢Ã¢â€š ¬Ã¢â€ž ¢s performance and re-optimizes product allocation when necessary. Zespri provides a 12 month supply of kiwis is to keep market share in this market. b) Operational policies and procedures- 2700 orchard owners in New Zealand (4000 farmers worldwide) Zespri has built an industry of producers who are passionate, committed and customer oriented. Clean, green image of New Zealand, together with optimal soil, light, temperature, and rain conditions for growing, has given them the co mpetitive advantage. It was harvested after fruit must by specially trained graders, sorts the visual inspection of fruit for deficiencies, pests and diseases and will be sorted. Fruit with defects are removed at this point and the remaining fruit by size (fruit weight) sorted prior to packaging. Most Kiwis by hand in specially packaged Zespri. The filled cartons or trays on pallets before being stacked in cool storage. c) Target Dates- To promote its products, Zespri offers supermarket sampling and in-store promotions, including exercising corporate social responsibility such as supporting blood donation appeals. Their advertising highlights a key point of difference à ¢Ã¢â€š ¬Ã¢â‚¬Å" the health benefits of kiwifruit. A kiwifruit has twice the vitamin C of an orange and is high in fibre. Advertising is based on creating an emotional connection with the customer. The business has created a single simple message: Zespri gives you pure vitality to share a wonderful lif e. The government has increased costs of traditional advertising for Zespri through government regulations. These regulations have cut the companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s television advertising time. Social networking now offers a more cost-effective advertising option. With 420 million Chinese internet users, this can help Zespri increase market share. This type of marketing is in line with the characteristics of Zesprià ¢Ã¢â€š ¬Ã¢â€ž ¢s target market. The one-child policy in China has also had implications for social media à ¢Ã¢â€š ¬Ã¢â‚¬Å" social media is seen as a way to make friends, which makes it a useful marketing tool. d) Human and other resource Human Resource- Experts in the star fruit marketing field must be acquired to determine how to license star fruit growers and gain market penetration in this field. Technical database employees should be hired to develop a new functional tracking and communication system and train Zespri employees in its use for the star frui t market. Also star fruit cultivar development experts will need to be employed to gain a challenger position in the star fruit market. Financial Resources- License fees from licensed star fruit growers must be collected to help finance the marketing of the new product and new cultivar development of this segment of business. A start up loan from a financial institution may be needed to cover initial costs of procuring the new licensing, information, control, cultivar development, and marketing systems if retained earnings prove to be insufficient. 1.3 1)The world leader in kiwifruit in both quality and price, and work to introduce new fruits to the world market: Continue development of kiwifruit in order to create a better more sustainable fruit to the world on a year round basis. Focus on consumer demands to provide the most desired product to the end user. Develop new fruits to introduce to the world market. This new mission statement will serve as a guidepost for the new direction of Zespri. 2) The company policies and producers both are follow the rule every body work under the security and safe area they provide the first aid kits and another small kind safety and work thing. 3) Zespri misson are there they provide best Quality to consumers and always look on our mission : Brand-based consumer focus. Customer relationships and innovation. Cost-effective sourcing of superior fruit globally. 4) They got our goals with provide a best quality to market and make our brand best in the world. With best best quality product they are best company in the world. Task 2 2.1 kiwifruit is transported in a controlled atmosphere (cold chain) and the quality must be preserved along all the passages. Post-harvest operations do influence quality. And the logistics from point of origin to point of consumption might affect it. Controls of quality, pesticide residues, fruit maturity and the postharvest management in general affect fruit quality, the shelf life and export price. 2.2 ZESPRI Executive summary This report provides an analysis and evaluation of the current situation of 74 kiwifruit growers located in the centre of Italy (Latina), and their collaborations with cooperatives and Zespri. In particular this study has the objective à ¢Ã¢â€š ¬Ã…“To provide recommendations on opportunities for productivity improvements of the Italian Zespri kiwifruit chain by investigating how farm management practices and chain players related activities have positive or negative effect on growersà ¢Ã¢â€š ¬Ã¢â€ž ¢ performanceà ¢Ã¢â€š ¬Ã‚ . On one hand, the main focus is to investigate farm managerial and technical practices adopted; on the other hand, the study then refers to chain actorsà ¢Ã¢â€š ¬Ã¢â€ž ¢ activities and interests such as technical assistance, information exchange, diffusion of innovations, and chain management practices that might influence growersà ¢Ã¢â€š ¬Ã¢â€ž ¢ productivity. The research strategy includes a preliminary desk research combined w ith a survey approach. Through the literature review, theories concerning farm management and chain factors were selected and converted into indicators. Then, a questionnaire based on theories previously selected was designed to collect direct information from the target population. Analysis conducted with SPSS includes calculation of the answered questionnaires with descriptive statistics indicators describing main tendencies of the population. And 11 assumed relationships were formulated and calculated by correlation analysis. Introduction Zespri International Limited was funded in 1997 as a global marketing organisation, providing a Single Point of Entry (SPE) for the export of New Zealand grown kiwifruit (Zespri, 2012). The differentiation strategy based on promotion, new variety appeal, best kiwifruit quality and 12-monthsà ¢Ã¢â€š ¬Ã¢â€ž ¢ supply has been achievable through its complex supply chain. The global distribution network from the producing countries to the cons uming ones is controlled and guaranteed with more than 250 employees worldwide. Zespri commercializes more than 30% of the worldwide exported kiwifruit in over 50 countries. This has been possible by the co-ordination of kiwifruit, capital and information flow and by the strong of relationships with growers, cooperatives and consumers. Objectives Along with the new mission statement we have developed several objectives to help guide the company to achieve its long term goals these objectives are as follows: Improve customer service by, growing consumer knowledge of kiwifruit in order to broaden possible customer basis and use current communication channels to introduce new fruits to the world market. Improve our ability to do better than the competition by, using current marketing channels to inform consumers as to the high quality of Zesprià ¢Ã¢â€š ¬Ã¢â€ž ¢s kiwifruit and work with growers around the world to encourage cooperation in order to create a more sustainable global year round supply. Improve productivity by, continuing research in new cultivars in order to create more efficient and productive cultivars and develop distribution channels that are more reliable and product less carbon pollution. Improve profitability by diversifying production into areas with lower cost production. Improve employee performance and satisfaction by, developing incentive based plans in order to encourage global cooperation between managers and provide access to a global network of employee resources that allows employees to create and share new ideas and developments. Finally create innovation by encouraging all employees to supply input on ways to better the company and provide rewards to employees that develop new business models. Organization- Zespri must maintain a solid public image in star fruits branded by Zespri. Brand equity is what makes consumers pay a premium for the Zespri brand, and the same image must been realized by consumers of Zespri branded s tar fruit. Operations- Tight logistical control of fruit and market monitoring will continue to be used in star fruit markets to promote success. A 12 month supply and offshore sales support are vital to be carried over to star fruit marketing based on the success of these tactics in kiwi fruit marketing. This must also be continued and improved in kiwi marketing endeavors to gain market penetration in foreign markets. Human resources- The past experience of the sales staff with the fruit marketing industry will be essential in promoting new products. This sales force will be able to adapt and gain new knowledge of the star fruit industry along with the new expert employees that are hired. Conclusion Zespri estimates the business could grow 10-20 times bigger in the Chinese market. Chile is emerging as a major competitor. To stay ahead and maintain their price differential, the business must expand. The company is consistently researching different varieties and the poss ibility of co- branding à ¢Ã¢â€š ¬Ã¢â‚¬Å" which they have done in Japan with a yoghurt company. They are also branching into organic varieties, and have an importer already in China. Recommendations With the all the buzz around the 2010 Dietary Guidelines Advisory Committee Report, ZESPRI is eager to share the good news that kiwifruit satisfies many of the committeeà ¢Ã¢â€š ¬Ã¢â€ž ¢s top recommendations. The final guidelines are expected to draw heavily from the report, which will address the challenges of an obese and overweight, yet nutrient-deficient population. So where do the recommendations and kiwifruità ¢Ã¢â€š ¬Ã¢â€ž ¢s nutrition profile align? This fuzzy little fruit answers the call for Americans to consume more whole fruit, more low-calorie/nutrient-dense foods and more potassium and fiberà ¢Ã¢â€š ¬Ã¢â‚¬ two of the four à ¢Ã¢â€š ¬Ã…“nutrients of concernà ¢Ã¢â€š ¬Ã‚  called out by the DGAC.