Should Teachers Motivate Learners To Attend University an Example of the Topic Career by

How Should Teachers Motivate Adult Learners To Attend Universities by Expert Marvellous | 26 Jul 2016 The composition of the student population has changed. The educational institutions which were once dominated by youth are now slowly being invaded by adult learners. According to Knowles, there are two criteria in determining whether an individual should be classified as an adult: a) those individuals who perform roles associated by our culture with adults; b) those individuals who perceive himself or herself to be responsible for his/her own life. (Dr. Karen Jarett Thomas) Need essay sample on "How Should Teachers Motivate Adult Learners To Attend Universities" topic? We will write a custom essay sample specifically for you Proceed With the changing student population, new challenges in the field of teaching have also emerged. It bears stressing that the learning needs of the adult learners are very much different from the children learners. A teaching strategy may be effective for children learners but may not be as effective for adult learners. Thus, it is important for teachers to adjust their teaching styles and strategies to suit the needs of the increasing adult populations in educational institutions. This case study focuses on the motivation of adult learners. Specifically, this paper will seek to answer this problem: How should teachers motivate adult learners to attend universities? In answering this question, this paper will use as model Howard Gardners Theory of Multiple Intelligences. This paper will seek to prove that adult learners can be motivated to attend universities using Gardners theory that all people possess at least eight different bits of intelligence that operate in varying degrees depending on the individual. (Julie Wise) This intelligence include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence. The problem, however, is that the present system of education has not only discouraged the adults from attending universities but it also has de-motivated them to learn because of its emphasis on linguistic and logical-mathematical intelligence to the neglect of the six other intelligence. The purpose of this case study is to prove that the application of Gardners Theory of Multiple Intelligences in the Andragogy can be a source of motivation for the adult learners to go back to universities. This case study presumes that adult learners already know the importance of education. With the wealth of experience, they bring to the classroom, they know how important education is to their personal development and professional advancement. The present system of education, however, has not encouraged them to learn. The learning styles and strategies adopted in most educational institutions are only geared towards measuring linguistic and logical-mathematical intelligence. In this situation, learners who are naturally gifted in these two bits of intelligence will naturally perform well in class. Consequently, these students are the ones who excel academically. Adult learners who are naturally gifted in one of the six other bits of intelligence will perform poorly in school. It i s as if the educational system is denying education to these other adult learners. Thus, to motivate adult learners, there have to be changed in the learning strategies of teachers to allow adult learners to develop the six other bits of intelligence. Thus, Gardner stressed the need to develop all the eight bits of intelligence. Gardners theory will be applied to the following setting: there are around 35 students in one classroom; they are all adults who wish to finish their college education; some are single mothers who are between 30-35 years of age who are working for promotional and career advancement; some are single who are presently in experiencing financial difficulties, some are experiencing problems in their relationship with their loved ones, some are retired government employees who only wish to learn and experience finishing his education; some enrolled for want to meet new friends; some desire to finish their college education to be promoted; The school environment which embraces the difference in the method and manner of learning between adults and children designs various techniques by which adults could be motivated to learn. This educational institution is geared towards developing the eight bits of intelligence which Gardner argued that we all have. It is also committed to ensuring that the educational institution will adopt a particular kind of learning environment that will motivate the adults to learn by enhancing the reason for learning and by decreasing the obstacles to learning. Writers Role The writers role is to observe the behavior of the adult learners before they enter the university. Emphasis will be given to their expectations on the university, their fears and apprehensions and their feelings about returning to school. During the learning sessions, the writer will also take note of the reactions of the adult learners to the activities they are required to perform. At the end of the learning session, the writer must inquire into the actual result of the class from the point of view of the adult learners. The inquiry must be made whether their expectations have been fulfilled or whether their fears before the learning sessions were validated. Teacher The teacher must admit the fact that the traditional means of teaching which gives emphasis on Logical-Mathematical and Linguistic Intelligences is not sufficient to properly motivate adult learners. According to Gardner, there is a unique blending of the eight bits of intelligence in the person. As such, if teachers will focus only on these two bits of intelligence in the classroom to the point of neglecting the six other bits of intelligence then it will be tantamount to the teachers depriving the other students of education. Concentrating on the two bits of intelligence will motivate those adult learners who are predominantly linguistic or predominantly logical-mathematical in intelligence. At the same time, this will also de-motivate and discourage those who are predominant on other intelligence. Teachers must also realize that one of the differences between adult learners and children learners is that the former brings to the classroom a wide array of experience they often would want to share with the other adult learners. Teachers must take precaution that the discussion is not controlled by the adult learners. Teachers must also realize that the adults want to know how the lessons being learned in school could be applied in their everyday lives. They lose interest when they are made to attend classes without the teacher explaining the relevance of the topic to their personal or their professional lives. Thus, the teaching style should be adopted to suit the needs of every adult learner. The teachers must bear in mind the following key principles of adult learning: motivation; reinforcement; retention; transference. (Stephen Lieb) In order to ensure that the adult learners are actually motivated to learn, the teachers must, right at the very beginning of class, establish a friendly and open atmosphere showing that he is willing to teach the adult learners. Reinforcement happens when the teacher acknowledges positive behavior from the students or when the teacher informs the adult learners when their response to a particular situation is not proper. Learning happens when the adult learners actually retain the information they gained in class. Transference is the transfer of learning that adult learners were taught in class. It could be positive transference in the sense of applying the principles they learned or negative transference in the sense of not applying what they are told not to do. Observer The observers task is mere to make a record of the behavior of the adult learners before and after this case study is applied. Emphasis must be made on the response of the students to the activities performed in class. Facilitator The task of the facilitator is to ensure that the tasks and activities are properly performed by each adult learner. His task is to ensure that the adult learners actually learn from the activities. The teacher must also act as a facilitator once in a while. The facilitator must also coordinate with the teacher in choosing the right kind of activities for the adult learners. Goals The specific goals of this case study are the following: a) to gain a better understanding of adult learning; b) to prove that life is a journey of continuous learning. Learning is a continuous process which applies to all persons regardless of age; c) to develop different strategies for teaching adult learners; d) to prove that it is possible for adult learners to be motivated to study by enhancing the reason for learning and decreasing the obstacles to learning; e) to eliminate the barriers to learning such as lack of time, money, lack of interest, lack of confidence and responsibilities at home and at work. Reasonable Timeline The application of Gardners Theory require the development of all the eight bits of intelligence, consequently, there must be enough time for the teacher to apply all teaching strategies in the development of the 8 bits of intelligence. There is no specific timeframe involved because this will depend on the pace of each student. Realistic The application of Gardners Theory of Multiple Intelligence in the field of adult learning is realistic. Though his theory has not yet been accepted by psychologists, educators have responded positively to this theory. At present, the theory has been embraced by educational theorists and applied by teachers as a solution to the problems of schooling. Attainable The purpose of the case study is also attainable considering that it is very realistic and there is enough time for the teacher to apply all his teaching strategies. At first, it may appear difficult considering that educators are already having problems teaching just one kind of intelligence. Educators will eventually have a more difficult time teaching all eight bits of intelligence. However, I believe that in the long run, it will be to the advantage of the teachers in the sense that they will have eight additional strategies by which they could teach adult learners. Objectives/Expectations I expect that the majority of the students, if not all, will be able to appreciate and fully comprehend Gardners Theory of Multiple Intelligences and that activity designed to the development of all the eight bits of intelligence will help motivate the students to go to school. This case study also seeks to encourage the academic institutions who until now are still applying the traditional methods of learning to adopt Gardners Theory of Multiple Intelligences. Expected Outcomes I believe that the outcome will be positive and the two objectives of this case study will be attained. Firstly, we will see a significant improvement in the behavior of adult learners manifesting that they have been actually motivated and have learned something. Secondly, we will also see a distinct improvement in the way teachers and the educational institutions handle teaching. Measurement of Outcomes To be able to determine whether the objectives of the case study have actually been attained there must be a way by which the results could be measured. One way of measuring is by conducting an interview to the adult learners several months after the learning sessions and by asking whether there have been improvements in their personal and professional life after the learning sessions. The outcome can likewise be determined by monitoring the behaviors of the adult learners at the end of each class and comparing them to their behaviors at the beginning of the class. Assessment This makes the case study very pragmatic in the sense that the society needs well-rounded individuals who are not only experts in a particular field. We need individuals who have the potentials to excel in a variety of fields This case study also provides a solution to the problem of out-of-school youths which is widely prevalent in our society today. Analysis of Outcomes Based on the activities performed in class, there are distinct differences in the teaching strategies between an adult and a child. I have come to realize that adults also need to be stimulated to learn. They want to be involved in the planning of the teaching strategies that will be applied to them. Adult learners want the goals and objectives established in class to be realistic. They also want to see the relevance of the lessons to their personal and professional lives. They also want to receive feedbacks from their teachers on the progress they are making in class. It is also important for adults to be given the opportunity to apply the lessons they learned in class in direct and concrete settings. Lastly, adults are not concerned with the content-based instruction instead, they want the teaching strategy to be problem-centered. Conclusions and Recommendations The application of Gardners theory in the field of adult learning is very promising but it is still in its infancy stage. Educators and educational institutions are yet to completely realize how effective it is in motivating adult learners. This case study not only has proved that Gardners theory may help in arousing the interest of adult learners and helping them to become motivated to go to school but it has also helped the teachers and parents gain insights on how to improve their teaching skills. References: Lieb, Stephen. Principles of Adult Learning. Retrieved October 20, 2006 Theory of Multiple Intelligences. Wikipedia. Retrieved October 22, 2006 Thomas, Karen J. Theyre Not Just Big Kids: Motivating Adult Learners. Retrieved Wise, Julie. Multiple Intelligences Theory. Retrieved October 20, 2006

Free Essays on A Critical Interpretation Of William Blake’s The Sick Rose

invisible, night, and secret, evenly throughout the poem so as not to leave the reader with any question as to the private nature of homosexual behavior in the time and place during which it was written. It may have been aberrant for the author to have been any more forward in symbolizing such matters. The purpose of the symbol â€Å"howling storm† finds its thematic significance not only in how it conveys the discord of such a lifestyle, but also in that it provides both a mental and an audi... Free Essays on A Critical Interpretation Of William Blake’s The Sick Rose Free Essays on A Critical Interpretation Of William Blake’s The Sick Rose A Critical Interpretation of William Blake’s The Sick Rose O Rose, thou art sick. The invisible worm That flies in the night In the howling storm Has found out thy bed Of crimson joy, And his dark secret love Does thy life destroy. I am convinced that this poem was written as a stab at the homosexual community of London in an effort to persuade those who transgressed, against the theological norms of Blake’s mindset, into repentance of their iniquities. The author begins the poem in a pitiful, judgmental tone, paralleling his subject with an ill flower, hence the title. Blake uses the rose, which has historically signified femininity, to provide the reader with a sense of the homosexual’s frail, feminine nature. The "invisible worm that flies by night†, is a bold reference to the turbulent penis of the sick rose, whose debauched behaviors are performed as surreptitiously as possible amidst passionate caterwauling. â€Å"Thy bed of crimson joy† is indicative of the bloody berth upon which acts of unnatural love are expressed in an atypical sexual relationship. The shedding of blood further illustrates a significant theological concept that no doubt Blake was trying to convey; t he outpour of lifeblood has been the foremost repercussion of sin from its origin in Eden, to its dissolution on the cross of Nazareth. The use of symbolism in this poem seems less metaphoric than it does discernible. Blake uses the words invisible, night, and secret, evenly throughout the poem so as not to leave the reader with any question as to the private nature of homosexual behavior in the time and place during which it was written. It may have been aberrant for the author to have been any more forward in symbolizing such matters. The purpose of the symbol â€Å"howling storm† finds its thematic significance not only in how it conveys the discord of such a lifestyle, but also in that it provides both a mental and an audi...

Black Boy Essay Research Paper 3 Black

Black Boy Essay, Research Paper 3. Black Boy, Richard Wright Black Boy, is both an indictment of American racism and a narration of the creative person # 8217 ; s development. As a kid turning up in the Jim Crow South, Richard faced changeless force per unit area to subject to white authorization. However, even from an early age, Richard had a ferocious spirit of rebellion. Had he lacked the resiliency to be different despite the force per unit area to conform to societal outlooks, he would likely neer have become an internationally celebrated author. The full system of institutional racism was designed to forestall the American black # 8217 ; s development of aspirations beyond humble labour. Racist Whites were highly hostile to black literacy and even more so to black Americans who wanted to do composing a calling. However, Richard did non merely face resistance to his dreams from racialist Whites. In many ways, his ain household and the black community ferociously opposed his aspirations. His grandma, a rigorous, illiterate Seventh Day Adventist, considered reading and composing about anything other than God iniquitous. Richard # 8217 ; s equals considered him silly and unrealistic and possibly unsafe. Throughout his childhood, Richard suffered force at the custodies of his household for make bolding to arise against his assigned function of low silence. In Black Boy, he frequently charges the black community with perpetuating the docket of white racism. Throughout his childhood and maturity, Richard reacted with acrimonious disdain toward what he saw as the entry of other black people to white authorization. Wright has frequently been criticized for neglecting to admit or appreciate the profusion of the American black community. However, his personal experiences clearly affected his relationship with it. Merely as he suffered maltreatment and ill will from his ain household, so did he have small comfort from the larger black community. Wright invariably clashed with what he saw as Black American entry, and, for personal grounds, clashed with all spiritual bigotry. The black community reacted to his rebellion in sort, and Richard suffered intense isolation and solitariness during the formative old ages of his life. He did non understand until subsequently that his household and the black community discouraged his rebellion because matter-of-fact entry to the outlooks of racialist Whites was a agency to guarantee the corporate endurance of the community. A rebellious act of one person non merely represented a menace to his or her life but besides to the lives of his or her household and the black community as a whole. This tenseness, between the demand to conform for endurance and the demand to arise in order to accomplish single and community dreams, is one that animated Wright’s life and his autobiography. In the book, Richard lays bare the paranoia and trouble of being a black adult male in America, even the purportedly non-racist America of the North. When he fled from the South to Chicago, Wright all of a sudden entered a new environment: The civilization was more tolerant, but lingering beneath was a latent racism. Richard found that the fright of uncertainness engendered by this racism, by the changeless subconscious cognition that blacks in America were 2nd category citizens, could drive many American inkinesss to subject to white authorization merely because it offered the security of cognizing what to anticipate. In the North, Richard could sit following to white adult male on public transit, and he could even impeach a white colleague of ptyalizing in the nutrient at a eating house where he worked. However, for a long piece, Richard did non cognize how to move. He, like many inkinesss, feared perpetrating an discourtesy that might take to the annulment of the meager rights the y had eventually achieved. Richard # 8217 ; s hunt for belonging finally brought him to Communism. But merely as Wright found deficient the dictates of the black community and of faith, he shortly came to happen the paranoia, fright, pettiness, and bigotry of the Communist party to be excessively much. He agreed with Communist political doctrine but non with its pattern. Wright # 8217 ; s hunt for ego, a subject that runs throughout his life of rebellion

The Measure Stage -- General Electric Coursework

The Measure Stage -- General Electric - Coursework Example These are correct transactions and customer complaints. The number of correct transactions can be automatically withdrawn from the company’s system whereas the number of customer complaints can be obtained from customer feedbacks and recorded complaints during sale or after sale of company goods and services. For the ten months from February to November, the number of customer complaints was identifiably more than the number of incorrect transactions for each month. For this reason, the team should focus on improving issues that arise during customer complaints. This is because this section recorded the highest values every month when measured against the number of incorrect transactions. General Electric Company’s inability to assure its customers of utter satisfaction comes as a result of the high number of customer complaints. This is evident from the graph in the process baseline estimation section above. This is an indication that stringent measures ought to be taken in order to curb customer complaints within the company. The mission of this project, as indicated in the define stage of this project, is the improvement of General Electric company’s six sigma with the aim of ensuring utter customer satisfaction. For this reason, the data collected in the process baseline estimation section above supports the purpose of the project. The data, therefore, shows that there certainly is room for performing better as far as ensuring utter customer satisfaction is

Philosophy Of Education And Methods Of Teaching Essay - 1

Philosophy Of Education And Methods Of Teaching - Essay Example Education is a serious matter. It must be taken as such. A lot of planning and skilled in dealing with pupils is necessary. As a teacher, I have to tread slowly, steadily and carefully for I have to be dealing with sensitive and impressionable precious human pupils. Philosophy brings forth rightful action. It provides the real cohesive force and necessary academic bonding among the students and the teacher. It leads to the evolving of a conducive environ from within and without. 'Catch them white and dye them hard' has been the aim of education in earlier years since time immemorial. This trend is changing today. Education and teaching are not just lecturing by the teacher. Creativity has to be there. Education is no more where 'rule rules the roost'. Caning of students is no more advisable. A teacher has to teach along while remaining as a friend to students. Philosophy is wisdom, knowledge, virtue, and truth. It is paradigmatic from within. It is always there. Philosophy has an element of timelessness in it. It is dynamic though it does not change. There is a generally accepted notion that 'change is the law of nature'. True it is. Yet, this law by itself does not change. That's how philosophy does not change. Despite this, it is not static but vibrant. Philosophy, as such, represents a way of life. Philosophy may differ from person to person because every individual interprets and understands the philosophy of life in one's own way. Indeed, the reality of philosophy is difficult to grasp fully. As many ways of realizing the ultimate truth are, therefore, amongst us as there are individuals in this world. The ultimate goal is, however, one only. This is the goal of knowing one's own self. This goal is pursued knowingly and, at times, unknowingly. The latter is the case when we do not know where and in which direction we are going while living on this spaceship Earth.

Soliloquies of Hamlet Essay Example for Free

Soliloquies of Hamlet Essay Hamlets first soliloquy  prominently displays deep distress, even emotional fragility. He stands in the castle after having a long conversation with his mother and uncle-turned-step-father. This conversation has left him agitated and contributed to his unstable emotional state. The argument recounts his feelings toward his mothers actions and the current state of his country. All of these things put him in a state of distress. The death of his father is a heavy blow, and his mothers quick marriage, or her words, do nothing to ease his pain, but only exacerbates it. His mothers lack of loyalty and quick submission to Claudius makes Hamlet believe that something is awry in the affairs of Denmark. Hamlet idealized his parents and their relationship, and he bemoans the fact that although his father doted on his mother and was a good husband and father, she rushed into a relationship with another man, much less Hamlets uncle, a man that differs from his father in almost every respect. In his description of Denmark, he uses a metaphor to compare the country to an unweeded garden/That grows to seed, things rank and gross in nature/Possess it merelys. To him, the country has become rotten, and will only lead to more infection. The final two lines of Hamlets soliloqu/ are a conclusion and an analysis. He reacts to his mothers indecency and lack of respect for his father, and decides her actions will not lead to anything but bad consequences. Hamlet concludes that there is nothing he can do. His mother has been disloyal to his father, which Hamlet takes as a sign of disloyalty to the ideal that he believed his family was, but she is the queen. His country is falling apart, but he has no real power to make any changes. Hamlet must hold his tongue, because he is expected to be a loyal son and fulfill his duties as the prince. This soliloquy presents Hamlets emotions and psychological state. Hamlet feels emotional pain and is enraged, and he is directing his anger towards his mother and what he feels is her disloyalty. Hamlet desires the power to change the situation around him. As if for the first time in his life, things are going very wrong, and everyone is acting as if nothing is wrong. His powerlessness is beginning to drive him toward depression and desperation. Because of this pain, he is very agitated, and his speech is disjointed. He often interrupts his thoughts with an impassioned  exclamation, as if his thoughts are too painful. Additionally, Hamlet is perceptive. At this point, he only knows that his father is dead. However, his insight tells him to deem Denmark as rotten. Without knowing what has truly happened, he knows that something about his fathers death is not rightHamlets anger with his mother begins very early in the play, and continues into this soliloquy. While Hamlet is expected to play the part of the loyal son, he is rebelling against his mother and what is expected of him. He has expressed the desire to return to school and continue his lengthy education. Claudius denies this request because most royal family members are told where to live and are kept in the same area; the king also wants to keep an eye on his new step- son. While the rest of the court has moved past the death of Hamlets father, he continues to wear black, defying his mother, who has asked him to take off his black clothing and make friends with Claudius, in a quiet form of rebellion. Hamlet is also hostile to his mother. After she asks  him to remove his clothes of mourning, she says that death is common.  After Hamlet agrees  with her statement, she asks why it seems to be such a special case with Hamlets father. Hamlet becomes agitated at her use of seems, since it does not just appear particular, but is particular to Hamlet. He states that all of the signs of mourning crying, black clothing, or a sad face are not an act, but simply a byproduct of the very real, not seemed, pain that Hamlet is feeling. In these actions of rebellion, Hamlet is slowly taking the power he will need to make a difference. Hamlets emotions continue to playa major role in his second soliloquyll. Hamlet is frustrated with himself for his lack of action. His fathers ghost came to the castle and continued to visit his former home until he spoke with Hamlet and Hamlet has not yet taken any action to avenge his death. Because he has none to blame but himself, his personal view of himself is very negative: he calls himself a coward, a rascal, and a man unpregnant of my cause.l2 In the second partJ3, Hamlet begins to form a plan. He has thought of other ways to exact revenge, but none of them were  ever effective. Hamlet plans to use a play, which reenacts his fathers death, to prove to himself that Claudius is guilty. Hamlet will watch his uncle and observe his facial expressions; Claudius will prove his own guilt. Hamlet concludes that he will use the play to catch Claudius. He wants to ensure that the story he has been told by the ghost is correct. Although Hamlet doubts whether the ghost is actually the ghost of his father, he is being driven by some kind of spirit. Even if the spirit is evil  bent on bring harm to Hamlet, its pull on him is very strong. Hamlets only focus is catching his uncle and it has consumed him. Hamlet is committed to the blood revenge the ghost charged him with. He feels guilty because he has not taken any action toward avenging his fathers death, as ifhe is betraying his father. The ghost implies that it will not rest until Claudius is dead; by not killing the king, Hamlet prevents his father from resting in peace. More pressure is placed on Hamlet by the ghosts words, If thou didst ever thy dear father love. The ghost is telling Hamlet to prove his love for his father, but he must commit murder in order to prove this. In addition to the blood revenge, Hamlet feels it is his responsibility, as the prince, to right the wrongs in his country. However, Hamlet is conflicted by the actions he must take to correct the sins of the current king. Claudius killed his brother, the king. In order to find revenge, Hamlet must commit murder in the same way; he must kill his uncle, the king. In his third soliloquyl4, Hamlet is contemplating one of the greatest enduring questions: is it better to live and suffer through all of lifes hardships, or die and face the unknown consequences of the afterlife? He thinks of the many things that are supposed to emich a long life, but ultimately make living painful and difficult to endure: the whips and scorns of time,! Th oppressors wrong, the proud mans contumely,lThe pangs of despisd love, the laws delay,lThe insolence of office ,, 15 He also weighs the benefits and the disadvantages of each, but he never concludes as to which is better. However, he does conclude that humans suffer through out of fear of what comes after the last breath. He adds that this fear makes people cowards, undermining the power of decisiveness and action with  thought and fear. Hamlet often restates ideas using different words. This allows the reader to see him think, to see the process of his brain as his ideas and thoughts develop. This is a reflection on Hamlets current state. He states that actions are often stalled and determination is taken away by over-thinking: conscience does make cowards [of us all],!And thus the native hue ofresolutioniIs sicklied oer with the pale cast of thought,! And enterprises of great pitch and moment.lWith this regard their currents turn awry,! And lose the name of action.,,16 He has a task to complete avenge his fathers death but his thoughts and fears of have made him pause and prevented from taking the actions necessary to accomplish this. Hamlet is deeply reflective. He is troubled that he has let his fears of death take away his resolve. He knows that he must commit murder, but the fears the consequences, and that slows his actions. While he still fears what he must do, he has begun to accept it. This is evident in the fluidity of his speech. His previous soliloquies feature speech broken by his thoughts and outbursts. In this soliloquy, Hamlet uses complete thoughts, filled with intelligent insights and coming to educated conclusions. His thoughts cut through the situation and answer the questions which he has raised. In his final soliloquy 17, Hamlet first questions the purpose of man, concluding that humans are not meant to simply pass through life, but to change and affect those around them, leaving an imprint. Without higher thought and the ability to reason, man would simply be a common beast, only eating and sleeping, never achieving. Hamlet states that God would not have given man the ability to think and reason if He did not intend for them to use these skills. With this thought, Hamlet questions why he is still alive. He has not yet exacted the revenge; he is not changing anything and simply passing through each day. These thoughts come as he watches large armies approach his country. He knows that the men who are marching towards him will most likely all die, and he questions whether their deaths are worth whatever end will be reached. Hamlet continues to be unhappy with the situation he finds himself in. He is a young prince, who was visited by his murdered fathers ghost and charged with retaliating against this crime. The  king is a murderer, and Hamlets mother has shown no loyalty, instantly falling into what Hamlet considers the incestuous arms of a man who is nothing compared to her first husband. Now, Hamlet watches as a foreign army passes through Denmark. He is ashamed that he lives as an inactive man, while thousands of men are soon to die. He concludes saying the he will find revenge, or he is worth nothing as a man. Hamlet is resolved. He is still disgusted with the fact that he has not acted on the charge of revenge, but the idea of oncoming war spurs him to act on his bloody thoughts. All doubts he had about what he must do are gone. He knows he must kill his uncle, committing the same sin he is avenging. However, this thought no longer strikes fear within him; he is no longer concerned with the consequences of his actions http://www.book-review-circle.com/Hamlet-William-Shakespeare.html Hamlet conforms to the Aristotelian forms of tragedy. It is well constructed and bides to Aristotle’s definitions regarding a complete dramatic action which arouse pity and fear inducing Catharsis. : The time is out of joint: O cursed spite, That ever I was born to set it right. The play is based on the theatre of illusion where the audience experiences the predicaments of the characters vicariously By identifying emotionally and psychologically, we are drawn closer to the characters and are aroused by their terror to pity and fear (pathos) to a state of Catharsis, releasing our tension, soothing and purging our souls. This is ephemeral; there are no lasting consequences. The plot is linear, progressing from a beginning, a middle and an end with various techniques of wholeness, unity and purpose. It reaffirms a rational, ordered universe,   Ã¢â‚¬Å"There’s a divinity that shapes our ends, rough hew them as we may† The characters are appropriate, realistic and plausible; the hero from a good family, going through a crisis with a reversal of fortune. Hamlet is an  Aristotelian model of a classical drama there is an overall logic to the action, and the plot has a discernible shape: a beginning, middle, and end. By the conclusion of the play, in other words, through the actions of the participants, something has been dealt with, resolved. There is an emphasis on structure, causation, unity, cohesion†¦. Suffering is depicted as ennobling. At the end, order is restored, god is on his throne and all is right with the world. O That This Too Solid Flesh Would Melt† Soliloquy Translation: He wished that his body would just melt, turn to water and become like the dew. Or that the Almighty hadn’t made a law forbidding suicide. Oh God! God! How weary, stale, flat and useless everything about life seemed! He moaned. It was terrible. The whole world was like an unweeded garden that had gone to seed – only ugly disgusting things thrived. He couldn’t believe what had happened. Only two months dead; no, not even two. Such an excellent king he had been, compared with this one. It was like Hyperion, the sun god, compared to a lecherous satyr. He’d been so loving to his mother that he wouldn’t even allow the gentle breeze of heaven to blow too roughly on her face. He lifted his hands and blocked his ears as though to shut his father’s memory out. She had loved him so much, adored him, as though the more she had of him the more she wanted him. And yet, within a month! He couldn’t bear to think about it. Women were so inconsistent! Only a month, even before the shoes with which she had followed his father’s body were old, all flowing with tears, she, even she†¦ Oh God! Even an animal that doesn’t have reason, would have mourned longer – ..she married his uncle! His father’s brother, but no more like his father than he was like Hercules. Even before the salt of those hypocritical tears had left her swollen eyes, she married. Oh, most wicked speed, to hurry so enthusiastically to incestuous sheets! It couldn’t end happily. But he would just have to break his heart, because he had to hold his tongue â€Å"O, What A Rogue And Peasant Slave Am I† Soliloquy Translation: What a deceitful fellow – a rogue, a peasant slave – he was! It was monstrous that this actor had only to imagine  grief for his face to go pale and his eyes tostream. In a fiction! A made-up script of passion! He was able to effect a broken voice, a desperation in his body language, and everything he felt necessary to the situation he was imagining. And it was all for nothing! For Hecuba, dead for a thousand years! What was Hecuba to him, or he to Hecuba, that he should weep for her? What would that actor do if he had the motive and the reason for grief that he had? He would flood the stage with tears and split the ears of the audience with the language he would find, terrifying the innocent and making the guilty mad. He would bewilder the ignorant and amaze the eyes and ears of all. He stood up and paced. He was the opposite of the actor: he was a rascal, the mettle of whose character had become tarnished and dull. He was shrinking away from his duty like a John-o-dreams, slow to translate his purpose into action, unable to say a word, no, not even on behalf of a king who had been robbed of his property and most precious life. Was he a coward? The victim of bullies? Would he let them call him names, strike him on his head, pull his beard out and throw it in his face, assassinate his character? Ha! God, yes, he would just take it because it was impossible that he could be anything but pigeon-livered , lacking the gall to summon up enough bitterness to do anything about his father’s murder. Otherwise he would have fed this slave’s intestines to the local kites. The villain! Bloody, filthy villain! Remorseless, treacherous, lecherous, cruel villain! Oh vengeance! His heart was beating fast and he was almost breathless from the thoughts that were plaguing him. He sat down again. What an ass he was! What a brave man! That he, the son of a beloved father who had been murdered, with every reason between heaven and hell to act, should unburden his heart with words and descend to cursing, like a whore – a servant. Curse it! He sat for a moment and an idea that had occurred to him while talking to the actors began to take shape. He had to concentrate on it now. Hmmm. He had heard about guilty people who, while watching a play, had been so affected by the contents of the scene, that they had confessed to their crimes, because murder will always find a way to proclaim itself, even though it has no voice of its own. The idea crystallized. He would get the players to perform something like the murder of his father in front of his uncle. He would watch his uncle’s reactions. He would probe his very thoughts. If his uncle so much as flinched he would know what to do. The  ghost may have been the devil for all he knew, and the devil had the power to take on a pleasing shape. Yes, and perhaps the devil was taking advantage of his weakness and his grief to damn him. He was therefore going to get proof. The play was the thing in which he would catch the conscience of the king. â€Å"To Be Or Not To Be† Soliloquy Translation: The question for him was whether to continue to exist or not – whether it was more noble to suffer the slings and arrows of an unbearable situation, or to declare war on the sea of troubles that afflict one, and by opposing them, end them. To die. He pondered the prospect. To sleep – as simple as that. And with that sleep we end the heartaches and the thousand natural miseries that human beings have to endure. It’s an end that we would all ardently hope for. To die. To sleep. To sleep. Perhaps to dream. Yes, that was the problem, because in that sleep of death the dreams we might have when we have shed this mortal body must make us pause. That’s the consideration that creates the calamity of such a long life. Because, who would tolerate the whips and scorns of time; the tyrant’s offences against us; the contempt of proud men; the pain of rejected love; the insolence of officious authority; and the advantage that the worst people take of the best, wh en one could just release oneself with a naked blade? Who would carry this load, sweating and grunting under the burden of a weary life if it weren’t for the dread of the after life – that unexplored country from whose border no traveler returns? That’s the thing that confounds us and makes us put up with those evils that we know rather than hurry to others that we don’t know about. So thinking about it makes cowards of us all, and it follows that the first impulse to end our life is obscured by reflecting on it. And great and important plans are diluted to the point where we don’t do anything. â€Å"Now Might I Do It Pat† Soliloquy Translation: As Hamlet passed the chapel on his way to his mother’s room he saw the light in the chapel. He paused and stood silently at the door. He saw the still form of his uncle kneeling before the altar. He drew his sword and tiptoed into the chapel and stood at the back. He could do it, right now, easily, while he was praying. And he would. Right now. He took a step forward then stopped. And so he would go to heaven, and what kind of revenge would that  be? That was something to think about. A villain kills his father; and for that his son sends that villain to heaven. Oh, that would be a service he was giving that villain, not revenge. He killed his father most grossly, full of unresolved sins himself, with all his crimes in blossom, like the flowers of May. And no-one knew how his father’s audit stood in heaven. As far he knew it stood seriously. So would he be revenged if he took his uncle while he was purging his soul, when he was fit and ready for his death? No! He put his sword back. He would find a more suitable occasion, when he was drunk, or asleep, or in a rage, or in the incestuous pleasure of his bed, or gambling, swearing, or some other act that had no taste of salvation in it. Then he would trip him so that his heels would kick out at heaven. His soul would then be damned as black as the hell it was destined for. His mother was waiting, but this delay would only prolong his uncle’s last sickly days. He turned and went out quietly â€Å"How All Occasions Do Inform Against Me† Soliloquy Translation: How the examples provided by everything around him denounced him and reminded him of his inability to sweep to his revenge! What was a man if his most profitable employment was to eat and sleep? Nothing more than an animal. He who made us with that vast capacity for understanding, that ability to reflect on experience and learn from it, didn’t give us that god-like reason just to let it go mouldy from disuse. He didn’t know what it was that was stopping him. Whether it was animal-like inability to understand or some cowardly nit-picking – thinking too precisely about it, analysing his thoughts, which were one quarter wisdom and always three quarters cowardice. He didn’t know why he was saying, ‘this still has to be done’ since he had the reason and the desire and the strength and the means to do it. Examples as weighty as the earth keep urging him. Look at the way this inexperienced young prince, puffed with divine ambition and scorning everything that fortune, death and danger could throw at him, was leading this huge expensive army on a campaign to gain a piece of land that was nothing more than an eggshell. True greatness wasn’t a matter of rushing into action for any trivial cause but when honour was at stake it was noble to act, no matter how trivial the cause was. Where did he stand, then, his father murdered, his mother stained – two huge incentives – and not do anything? It was to his shame that he was watching the imminent death of twenty thousand men who were going to their deaths as easily as one  would go to bed, for almost no reason, fighting for a plot of land that was so small that they wouldn’t even fit on it, that wasn’t even big enough for the fallen to be buried on. Oh, from now on his thoughts would be bloody, or not worth having! Literary review Written during the first part of the seventeenth century (probably in 1600 or 1601), Hamlet was probably first performed in July 1602. It was first published in printed form in 1603 and appeared in an enlarged edition in 1604. As was common practice during the sixteenth and seventeenth centuries, Shakespeare borrowed for his plays ideas and stories from earlier literary works. He could have taken the story of Hamlet from several possible sources, including a twelfth-century Latin history of Denmark compiled by Saxo Grammaticus and a prose work by the French writer Franà §ois de Belleforest, entitled Histoires Tragiques. The raw material that Shakespeare appropriated in writing Hamlet is the story of a Danish prince whose uncle murders the prince’s father, marries his mother, and claims the throne. The prince pretends to be feeble-minded to throw his uncle off guard, then manages to kill his uncle in revenge. Shakespeare changed the emphasis of this story entirely, making his Hamlet a philosophically minded prince who delays taking action because his knowledge of his uncle’s crime is so uncertain. Shakespeare went far beyond making uncertainty a personal quirk of Hamlet’s, introducing a number of important ambiguities into the play that even the audience cannot resolve with certainty. For instance, whether Hamlet’s mother, Gertrude, shares in Claudius’s guilt; whether Hamlet continues to love Ophelia even as he spurns her, in Act III; whether Ophelia’s death is suicide or accident; whether the ghost offers reliable knowledge, or seeks to deceive and tempt Hamlet; and, perhaps most importantly, whether Hamlet would be morally justified in taking revenge on his uncle. Shakespeare makes it clear that the stakes riding on some of these questions are enormous—the actions of these characters bring disaster upon an entire kingdom. At the play’s end it is not even clear whether justice has been achieved. By modifying his source materials in this way, Shakespeare was able to take an unremarkable revenge story and make it resonate with the most fundamental themes and problems of the Renaissance. The Renaissance is a vast cultural phenomenon that began in  fifteenth-century Italy with the recovery of classical Greek and Latin texts that had been lost to the Middle Ages. The scholars who enthusiastically rediscovered these classical texts were motivated by an educational and political ideal called (in Latin) humanitas—the idea that all of the capabilities and virtues peculiar to human beings should be studied and developed to their furthest extent. Renaissance humanism, as this movement is now called, generated a new interest in human experience, and also an enormous optimism about the potential scope of human understanding. Hamlet’s famous speech in Act II, â€Å"What a piece of work is a m an! How noble in reason, how infinite in faculty, in form and moving how express and admirable, in action how like an angel, in apprehension how like a god—the beauty of the world, the paragon of animals!† (II.ii.293–297) is directly based upon one of the major texts of the Italian humanists, Pico della Mirandola’s Oration on the Dignity of Man. For the humanists, the purpose of cultivating reason was to lead to a better understanding of how to act, and their fondest hope was that the coordination of action and understanding would lead to great benefits for society as a whole. As the Renaissance spread to other countries in the sixteenth and seventeenth centuries, however, a more skeptical strain of humanism developed, stressing the limitations of human understanding. For example, the sixteenth-century French humanist, Michel de Montaigne, was no less interested in studying human experiences than the earlier humanists were, but he maintained that the world of experience was a world of appearances, and that human beings could never hope to see past those appearances into the â€Å"realities† that lie behind them. This is the world in which Shakespeare places his characters. Hamlet is faced with the difficult task of correcting an injustice that he can never have sufficient knowledge of—a dilemma that is by no means unique, or even uncommon. And while Hamlet is fond of pointing out questions that cannot be answered because they concern supernatural and metaphysical matters, the play as a whole chiefly demonstrates the difficulty of knowing the truth about other people—their guilt or innocence, their motivations, their feelings, their relative states of sanity or insanity. The world of other people is a world of appearances, andHamlet is, fundamentally, a play about the difficulty of living in that world.

how to mare black powder :: essays research papers

How to Make Black Powder (and other explosives) Introduction Black Powder, also known as Gunpowder, is an explosive that has been around, literally, for centuries. The exact origins of the formula are lost in time, but it is known that the Chinese used Black Powder in weaponry at least 1,000 years ago. Technically, Black Powder burns by a process known as deflagration. This differs from detonation in that Black Powder produces subsonic shock waves, as opposed to the supersonic shock waves produced by explosives such as Dynamite, C-4 or TNT. This means that Black Powder is better suited as a propellant (such as in fireworks, bullets and cannons) than blasting (such as in construction or demolition). Safety Black Powder is dangerous!. The powder burns at a very high temperature, and is easily ignited. (High grade powder doesn’t even need a flame to ignite – it can be set off by percussion, such as the firing pin of a pistol.) Basically, what I am saying is that if you are not careful, you could land up with very severe burns, or worse. Some basic guidelines to follow: 1) Always mix ingredients in small amounts. Do not try to make 10 Kg of black powder (or any explosive) in one batch. Mixing small amounts of powder limits the potential damage should an unexpected explosion occur. 2) Keep your workplace tidy. Always carefully clean up spilled chemicals. Some materials can spontaneously combust when mixed (this is especially true of nitrates and chlorates). For the same reason, use separate instruments (plastic spoons, mixing cups, etc) for different chemicals. Label your instruments so that you know what materials they have been in contact with. 3) Mix materials outdoors. Chemical explosives contain their own internal source of oxygen, and cannot be smothered. If you start a chemical fire indoors, it can be nearly impossible to extinguish. 4) Be aware of static sparks. Do not use metal instruments to mix or grind materials. Do not store chemicals in metal containers. Use ceramics or plastics wherever possible. Store chemicals and mixtures in plastic containers or ZipLoc bags. 5) Wear safety goggles. Should the worst happen, skin can be grafted. Eyes cannot be replaced. Ingredients Black Powder has traditionally consisted of three ingredients: Potassium Nitrate (KNO3, also known as Salt Peter), Sulfur and Charcoal. The Sulfur and Charcoal provide fuel for the reaction, while the Potassium Nitrate provides Oxygen. By themselves, Charcoal and Sulfur will burn, albeit very slowly. The addition of an oxidizer (such as KNO3) greatly speeds up the burn rate of the fuel, resulting in an explosive reaction. The traditional ratio of the ingredients is 15:3:2 of KNO3, Charcoal and Sulfur by weight

Auditors Third Party Liability Essay

On 1979 the court established the principle of third party liability as foreseen’ in Federal Supreme Court (sixth civil senate) 1 regarding the case of a German branch of a bank provided wrong information to its potential investors and because of that one of the potential investors suffered a big loss and later sued the bank. But in November 1983 in Federal Supreme Court (fourth civil senate)2, death negligence in reporting in a case where buyer of a properly sued the valuer because of the wrong valuation. Court stated that if third party is under protected effect then there are some general principles on professional third-party liability for negligent misstatements under contract towards third parties. In the first case (1979) The Federal Supreme Court stated that the bank knew that the information which was provided would have been showed to potential investors In the case court maintained that the person, to whom the bank provided the relevant information could be identified and are part of a calculable group. And in the second case (1983) court says, there is no need for the professional to know either who the third parties are. The professional’s negligent performance must have determined the plaintiff’s decision which eventually led him to suffer a loss. Court found out that because of the lack of knowledge both buyer and dealer needed the expert opinion of the valuer was needed. Court widened the scope of the liability and liability of auditor to third party moved from Foreseen to reasonable foreseeability. After that case Federal Court continued this broader scope of liability in both cases in Federal Supreme Court (third civil senate) 10 November 19943 & Federal Supreme Court (third civil senate) 2 April 19984 On 2001 in its most recent case, the Federal Court of Justice handed down a new decision regarding the liability of experts towards third parties (Reg. No. X ZR 231/99). The Court rejected the plaintiff’s claims, holding that the contract concluded between the commissioning banking authority and the expert did not extend to the plaintiff. So, the plaintiff was not, covered by the contract drawn up between the commissioning authority and the auditor. The court reject the information contract between the expert and the third party a stated that without a direct contract no liability is considered to have arisen. The court then changed the scope of liability form reasonably foreseeable to Privity or Near Privity in between.

Personal Response to Obama’s Inauguration Speech

Throughout the speech, Obama maintains the theme of small things being able to grow into anything. In the section entitled â€Å"Victory for the People†, this is very much present, as he describes how his campaign â€Å"didn't start with much money†, and didn't begin in grand government buildings in the country's capital, but â€Å"in the backyards of Des Moines†¦and the front porches of Charleston†. He talks about how working people scraped together â€Å"what little savings they had† to contribute small amounts of money to the cause. Obama describes how the campaign became stronger because of the millions of Americans, young and old, who volunteered and created support for his cause. All of this creates an image of unity and limitless possibility for anyone who wants to have success in life. This, of course, is reflected in Obama's own improbable story, having been a mixed-race Kenyan-American raised by his grandparents and having relatively little political experience, yet managing to be elected president of the most influential and powerful country in the world. Obama adds to his message of unity by describing his victory as â€Å"your victory† – meaning that it is the American people who have brought about this change and who have managed to get their voices heard; although he is the one standing on the podium making an acceptance speech, it was them who succeeded in putting him there. Obama invokes images of unity throughout his speech. Multiple times, he refers to his country as the â€Å"United States of America† – using the full name though the abbreviation â€Å"USA† or just â€Å"America† would have been sufficient. He talks about their â€Å"common purpose† and uses â€Å"we† instead of â€Å"I† to instil a sense of togetherness in his audience. He tries to include all types of people in his message – â€Å"young and old, rich and poor, Democrat and Republican, black, white, Hispanic, Asian, Native American†¦disabled and not disabled†. He even includes â€Å"gay [or] straight† people in his list, showing an unusual amount of tolerance for a to-be American president. All of this introduces an extremely likeable, human element to his character. This approachable, human manner is maintained throughout the speech. Although Obama has been elected to be the single most powerful human being in the world, he does not attempt to put on a cold, macho faà ¯Ã‚ ¿Ã‚ ½ade. He refers to his wife as â€Å"the love of my life†, and, clearly getting emotional, he tells his girls, â€Å"I love you both more than you can imagine† and promises them a new puppy when they move into the White House. He also refers to his grandmother, who had died the night before, which invokes sympathy and appeals to the emotions of those listening and watching him. Towards the end of his speech, Obama repeats his most famous line, which the crowd has been shouting at him all night, and which sums up his story and message in three words: â€Å"Yes we can.† In my opinion, these words, and the whole of Obama's speech, hold a promise of change which America now has a chance of keeping. His words make me hopeful for what lies ahead in the years of Barack Obama's presidency to come.

Factorial Anova- Results Essays

Factorial Anova- Results Essays Factorial Anova- Results Essay Factorial Anova- Results Essay Factorial ANOVA was conducted on attactiveness scores of chosen mate. Mauchly’s test indicated that the assumption of sphericity had been assumed for the main effect of alcohol amount, (5) = 4. 70, p gt; . 05 and alcohol amount and lighting type interaction effect, (5) = 2. 58, p gt; . 05. There was a significant main effect of type of lighting on attractiveness of chosen mate, F (1, 25) = 23. 42, p lt;. 001, partial = . 48 (See table 1).Results showed that attractiveness score of the chosen mate was significantly higher in bright light (M = 53. 44, SD = 5. 82) than in dim light (M = 47. 25, SD = 4. 49). Table 1. Repeated Subjects Factorial ANOVA Summary Table Source| SS| df| MS| F| Between| 3281. 83| 25| 131. 27| | Lighting| 1993. 92| 1| 1993. 92| 23. 42*| Error (Lighting)| 2128. 33| 25| 85. 13| | Alcohol | 38591. 65| 3| 12863. 89| 104. 39*| Error (Alcohol)| 9242. 60| 75| 123. 24| | LightingXAlcohol| 5765. 42| 3| 1921. 81| 22. 22*| Error (LightingXAlcohol)| 6487. 33| 75| 8 6. 50| | Total| 67491. 08| 207| 326. 04| | *plt;. 01 There was also a significant main effect of the amount of alcohol drunk, F (3, 75) = 104. 39, p lt;. 001, partial = . 81 Post hoc comparisons using Bonferroni test  indicated that  attractiveness score of chosen mate was not different when people drunk none alcohol (M = 63. 29, SD = 6. 99) or 2 pints (M = 63. 06, SD = 7. 91). However, when people drunk 4 pints or 6 pints, they chose mates whose attractiveness score was lower than they chose after they drunk none or 2 pints alcohol. Furthermore, the attractiveness score of chosen mate was significantly lower when the people drunk 6 pint (M = 31. 4, SD = 8. 42) compared to the case in which they drunk 4 pint (M = 44. 00, SD = 8. 31). There was a significant interaction effect between the type of lighting and the amount of alcohol drunk, F (3, 75) = 22. 22, p lt;. 001, partial = . 47. This indicates that type of lighting had different effects on chosen mates’ attractiven ess score depending on what amount of alcohol was drunk. To break down this interaction, simple effects analyses were conducted. As can be seen Figure 1, the effect of alcohol amount on attractiveness scores of chosen mate was similar in bright and dim light.This mean that in both dim and bright light, people chose least attractive mates when they drunk 6 pints alcohol. Moreover, they chose most attractive mates when they drunk none or 2 pints alcohol in both dim and bright light. On the other hand, the effect of lighting on attractiveness scores of chosen mate was different at the four different alcohol amount. Results indicated that when people drunk none alcohol, they chose similarly attractive mates in both lighting. However, attractiveness score of chosen mate was lower in the bright light than the attractiveness score of chosen mate in the dim light when people drunk 2 pints alcohol.Moreover, people chose less attractive mates in the dim light compared to bright light when the y drunk 4 or 6 pints alcohol (See table 2). Figure 1. Amount of Alcohol X Lighting Effect on Attractiveness Scores of Chosen Mate Table 2. Descriptive Statistics | 0 pint| 2 pints| 4 pints| 6 pints| Lighting Type| Dim| 65. 00  ± 10. 31| 65. 46  ± 8. 76| 37. 23  ± 10. 86| 21. 31  ± 10. 67| 47. 25  ± 4. 49| Bright| 61. 58  ± 9. 70| 60. 65  ± 10. 65| 50. 77  ± 10. 34| 40. 77  ± 10. 78| 53. 44  ± 5. 82| Alcohol Amount| 63. 29  ± 6. 99| 63. 06  ± 7. 91| 44. 00  ± 8. 31| 31. 04  ± 8. 42| |

Safety management assignment # 2 Example | Topics and Well Written Essays - 1250 words

Safety management # 2 - Assignment Example Falling down and experiencing an injury are a hazard that must be identified and a rough estimate given. Another expected probability is equipment failure. Chances that the ladder will be faulty must be kept in mind. The next essential step in a job safety analysis is determining the solution to the hazards identified. By this, the hazards can be controlled and safety effected. Hazards can be controlled through administrative controls and or engineering solutions. The recommended steps that will reduce hazard risks are identified, as well as the risks of the workplace injury or illness. The following are the appropriate job safety analysis steps to follow. First, job with the highest risk for a workplace injury or illness is selected. In this case, the task to be done is to fix a leaking roof. The highest risk is identified as well as the potential injuries and or illness. Next, the necessary steps for completion of the task are identified and recorded. All probable hazard risks are identified in accordance to each step done. The last step is the determination and record of the recommended procedures for performing each step. This will reduce the hazard risk. Managing the safety function entails planning, organizing, controlling, directing, and staffing. In regard to planning, the departmental needs, resources and mission must be kept into consideration. The records of various departmental needs must be updated so as to know the exact required needs. Planning aspect comprises of time, money, materials, and personnel needs. Planning is an essential aspect of management. The second management function is organizing. This means that the staff in the organization must be properly organized. The chain of command must be followed so as maintain the organization and efficient working conditions. The factor of the organization is present in successful companies; this keeps the motto of the organization intact.

Inventory Accounting for Product Lines Case Study

Inventory Accounting for Product Lines - Case Study Example The custom auto and motorcycle paints are not distinguishable items as distinctively as the automobile kits. They have a shelf life of 60 days which means that paints entering the inventory must be leaving it within 60 days or else they will be identified by the expired coloration. This suggests a running inventory line where the inventory moves linearly. The paints bought first are sold first and the paints bought last are sold last. But since the inventory is not linearly distributed i.e. it cannot be ascertained as to how many days a particular paint has been sitting in the warehouse, the most appropriate inventory costing system would be average costing. This would mean that the cost of goods sold will incorporate the linear movement of inventory and allow for averaged costs over time. Average based costing would ensure that the proportions of the paints sold would be used to estimate the final COGS - weighted averages have significant accuracy in such inventory models. The other items in inventory (bulbs, stickers, fuses, etc) are low-priced items and the shuffli