The Civil War essays

The Civil War essays On paper the North was far stronger than the South. It had two and a half times as many people, and it possessed far more ships, miles of railroad, and manufacturing enterprises. Southerners, however, had the advantage of fighting on home ground with better military leadership. But Union superiority in manpower was not so great as the gross figures suggest. Half a million people scattered from Dakota to California, could make no substantial contribution to Union strength. And every year Union regiments were sent to the West to fight Indians. Hundreds of thousands of Americans in loyal border states and in southern Ohio, Indiana, and Illinois worked or fought for southern independence. Though, every state furnished men for the other side, there was little doubt that more Federals than Confederates The South had superior officer personnel. For twenty years before Lincoln's inauguration, southern officers had dominated the U.S. Army. Another source of southern confidence was cotton. Secession leaders expected to exchange that staple for the foreign manufactured goods they The South's most important advantage was that it had only to defend relatively short interior lines against invaders who had to deal with long lines of communication and to attack a broad front. The Confederacy also had no need to divert fighting men to tasks such as garrisoning captured cities and holding conquered territory. In a short war, numerical superiority would not have made much of a difference. As the war continued, however, numerical strength became a psychological as well as a physical weapon. During the closing years of the conflict, Union armies, massed at last against critical strongholds, suffered terrible casualties but seemed to grow stronger with every defeat. Any staggering Confederate losses sapped the southern will to fight. Every ...

Cobweb Spiders, Family Theridiidae

Cobweb Spiders, Family Theridiidae From the harmless house spiders to the venomous widows, the family Theridiidae includes a large and diverse group of arachnids. Chances are theres a cobweb spider somewhere in your house right now. Description: Spiders of the family Theridiidae are also called comb-foot spiders. Theridiids have a row of setae, or bristles, on their fourth pair of legs. The setae help the spider wrap its silk around captured prey. Cobweb spiders are sexually dimorphic in size; females are larger than males. Female cobweb spiders have spherical abdomens and long, slender legs. Some species practice sexual cannibalism, with the female eating the male after mating. The black widow gets its name from this practice. Cobweb spiders build irregular, 3-dimensional webs of sticky silk. Not all spiders within this group build webs, however. Some cobweb spiders live in social communities, with spiderlings and adult females sharing the web. Others practice kleptoparasitism, stealing prey from other spiders webs. Classification: Kingdom – AnimaliaPhylum – ArthropodaClass – ArachnidaOrder – AraneaeFamily – Theridiidae Diet: Cobweb spiders feed on insects, and occasionally other spiders. When an insect becomes ensnared in the sticky strands of the web, the spider quickly injects it with venom and wraps it tightly in silk. The meal can then be consumed at the spiders leisure. Life Cycle: Male cobweb spiders roam in search of mates. In many species, the male uses a stridulatory organ to signal his interest in females. Though some Theridiid males do get eaten after mating, most survive to find another mate. The female cobweb spider wraps her eggs in a silk case and attaches it to a point near her web. She guards the egg sac until the spiderlings hatch. Special Adaptations and Defenses: With dozens of genera in the Theridiidae family, adaptations and defenses are as diverse as the cobweb spiders. Argyrodes spiders, for example, live along the edges of other spiders webs, dashing in to grab a meal when the resident spider isnt around. Some Theridiids mimic ants, either to trick potential ant prey or to fool possible predators. Range and Distribution: Cobweb spiders live throughout the world, with more than 2200 species described to date. Well over 200 Theridiid species live in North America.

Accounting Essay Example | Topics and Well Written Essays - 500 words - 21

Accounting - Essay Example From the annual report 2011 of the Toyota, it is clear that company attained $214,318 million in sales of products. The net income of the company for the financial year 2011 is $4,909 million. When the company’s net income per share is $1.57, its cash dividends per share is $0.60. In addition, Toyota’s total current assets stand at $142,270 while total current liabilities represent the figure $129,778. The annual report 2011 indicates that the company’s total assets or total liabilities are $358,607 million. Finally, the consolidated balance sheet also shows that the total shareholder’s equity of Toyota for the year 2011 is $131,329 (Toyota, 2011). While assessing the management discussion and analysis section of the annual report, it is clear that the company management greatly emphasizes on automotive operations as this segment accounts for 89% of the Toyota’s total revenues. The report specifically states that Japan and North American are the potential market segments for the company on the basis of vehicle unit sales for the fiscal year 2011. The general tone of the management’s comments indicates that the firm would have attained much more profitability if its operations had not been affected by the Great East Japan Earthquake (Toyota, 2011). The company’s vehicle unit sales declined in its major markets including Japan and North America. However, Toyota could achieve notable improvements in Asia and other market segments as compared to the previous year. This trend indicates that Asia is developing as a potential market segment for Toyota while the company is gradually losing its roots in North Ameri ca. However, the overall vehicle unit sales have been increased from 72, 37,000 in 2010 to 73, 08,000 in 2011 despite the adverse impacts of the earthquake (Toyota, 2011). In total, the fiscal 2011 was good year for the company. The discussion summary shows that the

GE Essay Example | Topics and Well Written Essays - 1000 words

GE - Essay Example Diversification and market penetration are two strategies that have always played an important role in bringing growth in the business activities of an organization. Same is the case with General Electrics. By entering new markets and providing services designed around strategic problems faced by communities and market sectors, GE has expanded both effectively and efficiently. For any organization capturing emerging markets that have growing economies is an important business decision, which when taken at the right time, usually results in major benefits for organization. In 2003, Goldman Sachs economist, Jim O’Neill highlighted the growth in the economies of the four countries, namely, Brazil, Russia, India and China and predicted that the rapidly progressing economies of these countries will make them the world leaders by 2050. His report helped investing organizations, researchers and academics put more focus on these four countries in the future and shed light on the prospective prosperity that lay in investing in these rapidly growing countries. Currently, General electric is doing business in all four of the BRIC countries, but plans to increase its market share in these countries. The predictions that O’Neill made are dependent on a number of external issues that may eventually decide whether all of these four countries will make the progress that is thought that they will make or not. Similiarly, GE’s investment decisions in these countries will also be based upon the various risks and benefits that are associated with each country. China, being the third largest country in the world area wise and having the largest population on earth is slated to overtake all the G7 countries including America and become the world’s biggest economy by the year 2045. Experts have argued that the real ‘muscle’ in the BRIC name is due to China. With the economic and financial growth that china has experienced in the past decades, its increased

Ernest Gaines’s novel Essay Example for Free

Ernest Gaines’s novel Essay Education is widely defined as the act or process of imparting knowledge of skill. But the primary function of education is the eradication of ignorance. Ignorance is multi-layered. A social awareness can be a camouflage for spiritual ignorance. An erudite thinking can be used to mask philosophical ignorance. A teacher can learn hither to unknown aspects of his teaching through the very act of teaching. Because Ignorance is like the mythical beast who can grow ten heads for each head that is slain. Education is the sword that accomplishes the eradication of social, spiritual and philosophical ignorance – but only gradually and by continuous application to daily life. That precisely is a powerful underlying theme of Ernest Gaines’s novel â€Å"Lesson before Dying† Though looked at different perspectives by different characters of the novel, Education is the ultimate aim of most of them throughout the novel. Tante Lou looks at education as the necessary ability to die like a man, aware of his actions, his fate and the courage needed to face it head on – the education she wants her nephew Grant to impart to Jefferson, the convicted black. For Jefferson, who awaits the date for his execution, education is the ability to dispel the images of being non-human, the opinion which his lawyer fosters on him while using it as his defense. For Grant, education, as it reveals itself is to be able to relate to the needs and emotions of others, the ability to look beyond himself, and the ability to deal with his perennial running away from his past. For the black community of the Louisiana, the education that results from this incident is an increased awareness of their oppression, and the realization of a reality greater than their squalid living would allow them to contemplate – honor in the face of adversity. The setting for the quest of education is set in the initial chapters when the defense attorney uses the weirdest of arguments to plead the case of Jefferson. â€Å"This skull here holds no plans,† the defense attorney explains. â€Å"What you see here is a thing that acts on command. A thing to hold the handle of a plow, a thing to load your bales of cotton, a thing to dig your ditches, to chop your wood, to pull your corn. . . What justice would there be to take this life? Justice, gentlemen? Why, I would just as soon put a hog in the electric chair as this. † This sort of defense has its impact on two people. Jefferson internalizes the argument and starts believing that he is in fact a fool, a hog. While his god mother Emma is determined to ensure that Jefferson does not die in a way to justify his description in court but with the dignity of a man. She enlists the support of Grant Wiggins’s aunt Tante Lou. They come to Wiggins’s place to convince him to educate Jefferson on human dignity before he is executed. Wiggins anticipates and deeply resents this task. Initially Grant is highly reluctant to perform what is required of him. He sees himself as symbolic of all black men who are constantly under the pressure of their folks to be heroic, to perform feats that defy their limitations of ability and social status. He sees Emma’s and Tante Lo’s expectations out of him and Jefferson as a perennial cross that burdens all black men. At the same time he is consumed by guilt – of his reluctant to help Jefferson, his desire to run away from the demands of his society. Vivian, his girl friend tells him that though he does not acknowledge it, he loves his folks and that is the reason he keeps returning to the same roots and past that he so deeply resents. He is at the same time angry and afraid. He is himself consumed by serious doubts about the purpose and the method of his living and now is bewildered how he can teach somebody how to die when he himself does not know how to live. Slowly, Grant begins to understand the enormity and the importance of his task. He is required to transform Jefferson’s execution as an educating experience for a lot of groups of people. To Jefferson himself, he needs to educate the concepts of human dignity. To the blacks of his neighborhood, Jefferson’s death needs to be a spiritual education of revolt against suppression. To the whites, the oppressors, Jefferson’s death needs to be an education in Christian concept of martyrdom. He, the reluctant teacher, who always wanted to follow the advice of his teacher Professor Antoine and leave Bayonne for good (chapter 13), starts realizing the immediacy of his duties. Grant starts to warm to the task at hand. More than Jefferson, this experience gives him lessons on living. His girlfriend Vivian is a case in point. She teaches him the virtue of hope. She is afraid that their affair might become public knowledge leading her to lose custody of her children from the previous marriage. At the same time she has the courage to be led by her heart. She visits Grant at his place, they make love under the sky in a field. She allows herself to be questioned by Grant’s aunt about her religious affiliations. All these instances provide Grant with a counter point to his own world view. His girlfriend has a lot of problems to deal with But she never gives in to cynicism. She never gives up her religious beliefs but, when questioned, has the clarity of thought to say that she will give up her religious affiliation to be united with Grant. Throughout the novel she is a good sounding board to Grant’s rants of cynicism and is a constant source of an alternate point of view. This teaches Grant though very subtly, that his cynicism is a cloak to hide his fears. There builds an uneasy camaraderie at first between Grant and Jefferson. Gradually both men start feeling that the other is helping them deal with their predicament or their life in general. Grant gets Jefferson a radio and book to write his thoughts in. This book starts exerting all the pressure of being an educated and aware man in Jefferson. He confesses that he has never had to think so much in all his life. He had spent all his life doing hard menial labor, pandering to the whites and grinning. If it was meant to be different, he never knew it. This realization that he had the potential to become somebody else which he never actually had the opportunity of becoming makes Jefferson both sad and poignant at his life’s prospects. The change in the attitude of all his friends and the community as a whole is in itself an educating experience. This teaches Jefferson that though they might not have been overtly good to him before, his community identified itself with him and adored him as one of their own. His execution was not just an event of individual pain. His suffering was a point of reference for his family, his friends and his community. In regards to religion, Grant is an unbeliever. He loses faith when in college. But upon Reverend Ambrose’s insistence he does talk to Jefferson about religion. Grant is unable to accept a God who seems to accept and encourage the vast differences in man based entirely on his skin color. His overwhelming cynicism takes him away from religion for which Reverend Ambrose chastises him that he was â€Å"uneducated because he never learnt to care for others†. Though Grant does not regain his faith in organized religion, his mind starts looking for the mercy he wants out of a God who can correct the wrongs of his society. He so desperately wants to get his society to a better station, but feels so powerless to do anything. â€Å"I want you to show them the difference between what they think you are and what you can be. † This is Grant’s demand from Jefferson, and slowly Jefferson internalizes this demand and acquires a composure and dignity worthy of a highly educated man, somebody who is capable of viewing his life philosophically. By behaving with utmost dignity towards his white captors, the sheriff and people around him even the day prior to his execution, he provides valuable lessons in human decency to the bigoted community of whites. The night before his execution, Vivian comes to visit hm and her behavior towards the Jefferson is exemplary. She sets to rest Jefferson’s shame that he is ugly and unclean by kissing his face. This act of compassion helps boost the self-image of Jefferson and enables him to meet his destiny with great equanimity. â€Å"Good by mr wigin tell them im strong tell them im a man† – This entry in Jefferson’s notebook, with all its spelling mistakes is the ultimate grade given to Grant the teacher. He succeeds in making Jefferson an example of Christian charity and dignity. When Paul shaves Jefferson’s head, wrists and ankles before the execution, he calmly entrusts him with his book, his radio and presents him a marble. This act of compassion makes Jefferson the strongest man in the novel and makes Paul realize the gravity of education Grant could provide Jefferson in such a short while. That is the reason he feels proud to shake Grant’s hand in the last chapter of the novel. Martyrdom of an ignorant person which seems to light up the sense of hope of a large community is so replete with religious symbolism. At the same time it is a praiseful hymn to education, not as a system of teaching skills or imparting knowledge, but as a method of eradicating the darkness in its various forms from man’s heart – loss of hope, cynicism, self centeredness, bigotry. Education is also the method of erecting monuments for virtuous qualities in human heart after it has succeeded in eradicating the grossness of vilifying emotions- monuments of forgiveness, selflessness, sharing, and dignity in the face of death and danger. Lesson before Dying is about Lessons in Living. Works cited Gaines, Ernest J. A Lesson Before Dying: A Novel. Vancouver: Vintage Books, 1994.

Herbert Spencer Essay -- essays research papers

Herbert Spencer The most extreme reflection of nineteenth-century individualism is to be found in the encyclopedic system of Herbert Spencer (1820-1903). Both his paternal and maternal ancestors were of a long English and French nonconformists, dissenters and rebels, and Spencer traces in his "Autobiography" his "conspicuous disregard" of political, religious, and social authority to the tradition of independence and dissent so long cherished by his family. Spencer’s education was informal, unconventional, and highly deficient in the more traditional studies of literature and history. His father encouraged his interest in the science and tecnology, and Spencer became an engineer. However, he practiced his profession for a few years, because he became increasingly interested in political economy, sociology, biology, and philosophy. He was a subeditor of The economist from 1848 to 1853, and then ventured into a full-time career as a free-lance author. As early as 1842 Spencer contributed to the Nonconformist a series of letters called The Proper Sphere of Government, his first major publication. It contains his political philosophy of extreme individualism and Laissez Faire, which was not much modified in his writings in the following sixty years. Spencer expresses in The Proper Sphere of Government his belief that "everything in nature has its laws," organic as well as inorganic matter. Man is subject to laws bot in his physical and spiritual essence, and "as with man individually, so with man socially." Concerning the evils of society, Spencer postulates a "self-adjusting principle" under which evils rectify themselves, provided that no one interferes with the inherent law of society. In discussing the functions of the state, Spencer is concerned with what the state should not do, rather than what it should do. Maintenance of order and administration of justice are the only two proper realms of government activity, and their purpose is "simply to defend the natural rights of man to protect person and property." The state has no business to promote religion, regulate trade and commerce, encourage colonization, aid the poor, or enforce sanitary laws. Spencer went even so far as to deny the state the right to wage war; but as he says in his Autobiogra... ...yond the ethical sanction bestowed on it by the free consent of the citizens: " The function of Liberalism in the past was that of putting a limit to the powers of the king. The functions of true Liberalism in the future will be that of putting a limit to the powers of parliaments." Spencer’s political ideas hardly changed between 1842, when he published his Proper Sphere of Government, and 1903, the year of his death. The constancy of his political thought in the face of rapidly changing social and economic scene explains why the same ideas that were the last word in radical individualism in the eighteen-forties had become the orthodox conservatism by 1900. And Spencer’s appeal to the English Liberals to return to their original individualism remained unheard, but he correctly foresaw that Conservatives would become the defenders of economic individualism. Spencer failed to see that the issue of the state intervention in the economy was essentially one of means and not of objectives, and that Laissez Faire could be progressive, dynamic, and revolutionary at one time –early 19 century-, and conservative, stagnant, and sterile at another time – late 19 century-.

Discussing Hamlets speach with Polonius Essay

â€Å"Farewell, Ophelia, and remember well What I have said to you. † Line 88,Act 1 Sc 111. â€Å"Tis in my memory locked, And you yourself shall the keep the key of it. Line 90 Act 1 Sc 11. These were the last words Laertes and Ophelia exchanged before he left to France. It is when Polonius hears these words that he asks Ophelia what Laertes meant when he said, â€Å"Remember well What I have said to you†. Ophelia then tells her father that it was about her relationship with Hamlet. Polonius then questions Ophelia about this so-called relationship. Which then brings me to speech Polonius and Ophelia have Act 1 Scene 3 Lines 122-143 which I have based my essay own. I will go in depth and explain different characteristics of this speech. This whole speech between Polonius and Ophelia, though Polonius does most of the talking. I think it would be fairly accurate to say that he is actually lecturing Ophelia. Polonius is telling Ophelia that Hamlet is no good and also telling Ophelia that she shouldn’t give in to Hamlet so easily. Polonius in this speech also reveals to the reader what his true feelings of Hamlet are. From this speech we can imply that Polonius is very concerned about Ophelia’s relationship with Hamlet. Shakespeare uses Metaphors, Similes, Alteration, and Personifications in Polonius’speech s to stress Hamlet’s faults and Ophelia’s personality as well. The speech becomes more alive because of these devices. I will show exactly how these devices construct Polonius’s speech. It is obvious that Polonius is concerned about his daughter’s relationship with Hamlet this is shown throughout the speech in various ways. The speech also shows Polonius strongly disapproves of Hamlet he does this by criticizing every aspect of Hamlet. We can see this by looking at Polonius’s speech for example when Polonius says† When the blood burns, how prodigal the soul†Act1, Sc3, Lines125, Polonius is saying that when Hamlet has a sudden churning for a women’s company that is when he goes to Ophelia. There is an alliteration here â€Å"blood burns† this put emphasis on these two words. â€Å"When the blood burns† is also a metaphor because we all now blood doesn’t burn, these two devices make Hamlet seem like a monster. It seems as if Hamlet is only using Ophelia for his own selfish reasons. Then Polonius continues to say â€Å"how prodigal the soul Lends the tongue vows† Act1, Sc3, Lines123-124 Polonius here is saying that when Hamlet has a sudden churning his soul lends his tongue vows or promises. We can see the personification here because Shakespeare’s writes as if soul is a person and can actually lend the tongue vows. This personification shows the reader exactly how fake Hamlet is. Then Polonius says â€Å"These blazes, daughter, Giving more light than heat, extinct in both† Act1, Sc3, Lines124-125, Polonius is saying that the blazes contain light and heat but they die out soon after. Polonius is saying just like light and heat die out and so will Hamlet’s promises. This shows the reader that Hamlet is not going to keep his promises that soon they will be broken. Polonius again uses personification to show us exactly what he think of Hamlet’s promises in this quote â€Å"Do not believe his vows for they are brokers,†Act1, Sc3, Lines134-135, Polonius is talking about Hamlet’s vows as if they were alive and they could actually break promises. This shows Hamlet’s promises aren’t worth anything. Polonius goes on to say that Hamlet is a fake in this next quote â€Å"Not of that dye which their investments shows† Act1, Sc3, Lines135, Polonius is saying that Hamlet is not the way his clothing or covering make him look. In this line Hamlet may be seen as an imposter or a hypocrite. In this next quote Polonius show us exactly what kind of person Hamlet is â€Å"Breathing like sanctified and pious bawds,† Act1, Sc3, Lines 137 this metaphor means Hamlet is acting like a humble person so he can hide his obscene, vulgar personality. In other words Hamlet acts like someone else so he can hide his true self. At this point the reader can speculate from Polonius’s speech that Hamlet is a rather nasty character or that Polonius has some hidden issues against Hamlet and that is why he is intent on giving Hamlet a bad name. Throughout the speech Polonius doesn’t give any reason as to why he feels this way towards Hamlet. In the previous paragraph I showed you how Polonius used comparisons and other literary devices to show his disapproval towards Hamlet. In this paragraph I will show you how Polonius makes Ophelia seem feeble and vulnerable. In the first line â€Å"Ay springes to catch woodcocks! I do know†Act1, Sc3, Lines122 Polonius compares Ophelia to woodcocks, which are known to be witless and easily trapped. Polonius is saying that Ophelia is easily trapped by Hamlet words, gifts etc. The reader might think of Ophelia as a little vulnerable girl who can be easily fooled. Polonius then accuses Ophelia of not being able stand up for herself and saying no to Hamlet, in this next quote â€Å"Set your entreatments at a higher rate. Than a command to parley. â€Å"Act1, Sc2, Lines129 Polonius is saying don’t automatically give in to Hamlet’s every request, have some self-respect and dignity. The reader may think that Ophelia can’t really say no when it comes to Hamlet. Then Polonius wraps up his speech by saying â€Å"I would not in plain terms from this time forth Have you slander any moment leisure As to give words or talk with Lord Hamlet. Look to’t, I charge you. † Act 1,Sc3, Lines138-142Polonius is ending his speech by telling Ophelia that she better not from this time on spend time or even talk with Hamlet anymore. Ophelia answers by saying â€Å"I shall obey, my Lord. â€Å"Act1, Sc3, Lines143 Ophelia doesn’t complain to her father this shows a certain amount of feebleness on Ophelia’s side. The reader can obviously assume that Ophelia is a vulnerable, feeble and a nai ve girl in here nature. The overall effect of Polonius’s speech is concern for his daughter and disapproval towards Hamlet. Polonius is trying to protect Ophelia from getting hurt by Hamlet, which whom he doesn’t particularly like. This makes Polonius seem like an overprotective father. The essence of Polonius’s speech is the concern mixed with extreme dislike toward Hamlet. He uses Metaphors, Similes, Alliteration and Personification this makes Polonius’s speech become more appealing. Polonius compares Hamlet to many things and says a lot about what Hamlet is and is not. Polonius does it so much that the audience is feels that the Polonius could have is own secret issues with Hamlet. The audience is hearing a lot of criticism directed at Hamlet and the audience might start to think that Polonius’s has other reasons for disapproving of Hamlet. This could mean that all the things said about Hamlet may not be true. How does the speech affect the rest of the play? This speech affects the rest of the play in the sense that Polonius’s disapproval of Hamlet causes for Ophelia to tell Hamlet that their relationship is over and Hamlet is not very pleased by this. After this episode when Hamlet starts acting weird, even a little mad. Polonius automatically suggests it is because Ophelia has dumped Hamlet, and therefore convinces Claudius and Gertrude that is what is causing Hamlet’s madness. Even though there is not direct evidence that implies Ophelia is the cause of Hamlet’s madness, in fact the reader know this is not even the reason for Hamlet’s madness further more Hamlet is not even mad. Polonius is simply playing devil’s advocate. I think Polonius’s extreme dislike of Hamlet that is revealed throughout the speech has affected the play in a number of ways.

Cost Classifications

Cost Classifications Consult Ch. 6 & 7 of Health Care Finance and other sources to complete the form. This worksheet requires you to match the definitions and examples of types of cost, and the types of centers where costs occur. Part 1: For each term in Column A, select the correct definition from Column B on the right. Write the corresponding letter of the definition next to the term. Column A f 1. Indirect costs a 2. Direct costs d 3. Fixed costs i e h b c g 4. Variable costs 5. Step-fixed costs 6. Responsibility centers 7. Revenue centers 8. Cost centers . Shadow cost centers Column B – Definitions A. Costs incurred directly as a result of providing a specific service or good B. Centers charged with controlling costs and generate revenue C. Have no revenue budget and no obligation to earn revenue D. Costs that do not vary as service volume varies E. Fixed over some range of service volume, but rise to a new level for a higher range of service volume F. Costs that cannot be tied directly to the patient’s stay in the bed G. Exist as budgets on paper only H. The places where costs occur and have budgets I. Costs that change as volume changes Part II: For each real-world example, select the correct term from the list on the left. Write the corresponding letter of the real-world example next to the term. Column A m 1. Indirect costs q 2. Direct costs p 3. Fixed costs n r j o l k 4. Variable costs 5. Step-fixed costs 6. Responsibility centers 7. Revenue centers 8. Cost centers 9. Shadow cost centers Column B – Real-World Examples J. A subunit of a larger organization that is responsible for some type of budget, such as the payroll department or courier service K. Shares of depreciation, administration division, or laundry service L. Administration, human resources, or housekeeping M. Utility bill, supplies, or maintenance N. Nursing care, food consumed, drugs administered O. Hospital cafeteria, gift shop, or parking ramp P. Depreciation of hospital equipment Q. Building loan payment, building insurance, or cable or internet service R. The nurse-to-patient ratio on the cardiac unit is one to three patients. There are four nurses scheduled for 12 patients. During the second shift, three more patients are admitted. The nurse manager calls in a fifth nurse. Part III: Select two choices from Part II and explain why they meet that cost classification. # 7 Revenue centers. I chose hospital cafeteria, gift shop, and parking ramp as the real life example of revenue centers because these are all for profit examples. The profit of any of the examples mentioned above contributes to the revenue of the hospital in general. # 4 Variable costs The reason I chose nursing care, food consumed, and drugs administered as the real life example for variables costs is because these costs fluctuate based on the hospitals or facility census. Cost Classifications Associate Level Material Cost Classifications Consult Ch. 6 & 7 of Health Care Finance and other sources to complete the form. This worksheet requires you to match the definitions and examples of types of cost, and the types of centers where costs occur. Part 1: For each term in Column A, select the correct definition from Column B on the right. Write the corresponding letter of the definition next to the term. |Column A | F |Indirect costs | |A |Direct costs | |D |Fixed costs | |I |Variable costs | |E |Step-fixed costs | |H |Responsibility centers | |B |Revenue centers | |C |Cost centers | |G |Shadow cost centers | Column B – Definitions | | | |Costs incurred directly as a result of providing a specific service or good | |Centers charged with controlling costs and generate revenue | |Have no revenue budget and no obligation to earn revenue | |Costs that do not vary as service volume varies | |Fixed over some range of service volume, but rise to a new level for a higher rang e of service | |volume | |Costs that cannot be tied directly to the patient’s stay in the bed | |Exist as budgets on paper only | |The places where costs occur and have budgets | |Costs that change as volume changes |Part II: For each real-world example, select the correct term from the list on the left. Write the corresponding letter of the real-world example next to the term. |Column A | |K |Indirect costs | | N |Direct costs | |Q |Fixed costs | |M |Variable costs | |R |Step-fixed costs | |J |Responsibility centers | |O |Revenue centers | |l |Cost centers | |P |Shadow cost centers | Column B – Real-World Examples | |A subunit of a larger organization that is responsible for some type of budget, such as the payroll| |department or courier service | |Shares of depreciation, administration division, or laundry service | |Administration, human resources, or housekeeping | |Utility bill, supplies, or maintenance | |Nursing care, food consumed, drugs administered | | | |Hospital cafeteria, gift shop, or parking ramp | |Depreciation of hospital equipment | |Building loan payment, building insurance, or cable or internet service | |The nurse-to-patient ratio on the cardiac unit is one to three patients. There are four nurses | |scheduled for 12 patients.During the second shift, three more patients are admitted. The nurse | |manager calls in a fifth nurse. | Part III: Select two choices from Part II and explain why they meet that cost classification. Places such as hospital cafeteria, gift shop, or parking ramp are classified as revenue centers. These are classified in this way because they are used for interaction and to produce profits from goods that are sold in that department or unit. A loan payment, insurance, or cable/internet service is classified as a fixed cost. Fixed costs are known as costs that do not vary depending on the services given. These costs are endured every month and at a standard, fixed rate for the company. Cost Classifications Associate Level Material Cost Classifications Consult Ch. 6 & 7 of Health Care Finance and other sources to complete the form. This worksheet requires you to match the definitions and examples of types of cost, and the types of centers where costs occur. Part 1: For each term in Column A, select the correct definition from Column B on the right. Write the corresponding letter of the definition next to the term. |Column A | F |Indirect costs | |A |Direct costs | |D |Fixed costs | |I |Variable costs | |E |Step-fixed costs | |H |Responsibility centers | |B |Revenue centers | |C |Cost centers | |G |Shadow cost centers | Column B – Definitions | | | |Costs incurred directly as a result of providing a specific service or good | |Centers charged with controlling costs and generate revenue | |Have no revenue budget and no obligation to earn revenue | |Costs that do not vary as service volume varies | |Fixed over some range of service volume, but rise to a new level for a higher rang e of service | |volume | |Costs that cannot be tied directly to the patient’s stay in the bed | |Exist as budgets on paper only | |The places where costs occur and have budgets | |Costs that change as volume changes |Part II: For each real-world example, select the correct term from the list on the left. Write the corresponding letter of the real-world example next to the term. |Column A | |K |Indirect costs | | N |Direct costs | |Q |Fixed costs | |M |Variable costs | |R |Step-fixed costs | |J |Responsibility centers | |O |Revenue centers | |l |Cost centers | |P |Shadow cost centers | Column B – Real-World Examples | |A subunit of a larger organization that is responsible for some type of budget, such as the payroll| |department or courier service | |Shares of depreciation, administration division, or laundry service | |Administration, human resources, or housekeeping | |Utility bill, supplies, or maintenance | |Nursing care, food consumed, drugs administered | | | |Hospital cafeteria, gift shop, or parking ramp | |Depreciation of hospital equipment | |Building loan payment, building insurance, or cable or internet service | |The nurse-to-patient ratio on the cardiac unit is one to three patients. There are four nurses | |scheduled for 12 patients.During the second shift, three more patients are admitted. The nurse | |manager calls in a fifth nurse. | Part III: Select two choices from Part II and explain why they meet that cost classification. Places such as hospital cafeteria, gift shop, or parking ramp are classified as revenue centers. These are classified in this way because they are used for interaction and to produce profits from goods that are sold in that department or unit. A loan payment, insurance, or cable/internet service is classified as a fixed cost. Fixed costs are known as costs that do not vary depending on the services given. These costs are endured every month and at a standard, fixed rate for the company.

Free Essays on A Crude Portrayal of the World

A Crude Portrayal of the World: By Flannery O’Connor Flannery O’Connor wanted her readers to see that the world was filled with ethical, physical, and emotional violence. These very ideas can been seen in her work, â€Å"A Good Man Is Hard To Find†. One common topic on the piece was the constant use of violence and over rated imagery. O’Connor applied hostility to demonstrate how the destructive impulse brings the horror of man’s grotesque state home to him. (Muller 1460). Her use of the vivid imagery set the moral themes for her work. O’Connor wanted her readers to see the world for what it truly was. O’Connor used violence to force her readers in confronting the problem of evil. The destructive acts showed a world that had both spiritual and physical warfare. Muller examined that when he stated,â€Å"When violence appears in the grotesque, it is used to suggest the lack of any framework or order in the universe; it reinforces the grotesque by working against the ideals of social and moral order to create an alienated perspective.† (1460) In the book, â€Å"A Good Man Is Hard To Find†, the Misfit knew what he was doing and that it was wrong. But the murder was committed anyway. After the son was shot the grandmother said, â€Å"If you would pray, Jesus would help you.† The Misfit said, â€Å"That’s right.† (O’Connor 1451) He had already made up his mind that it was too late for anyone to help him. Evil had taken him over and the Misfit began the process of alienating himself from the rest of the world. His grandmother’s advice was left behind. O’Connor also used hostile and loud imagery to foreshadow the climax. For example, in the beginning, crime, violence, and death are mentioned. That very approach used by O’Connor helped push start the build up of the climax and it mentally prepared the reader for the violent ending. O’Connor used scary landscape as well to turn her characters secure world into ... Free Essays on A Crude Portrayal of the World Free Essays on A Crude Portrayal of the World A Crude Portrayal of the World: By Flannery O’Connor Flannery O’Connor wanted her readers to see that the world was filled with ethical, physical, and emotional violence. These very ideas can been seen in her work, â€Å"A Good Man Is Hard To Find†. One common topic on the piece was the constant use of violence and over rated imagery. O’Connor applied hostility to demonstrate how the destructive impulse brings the horror of man’s grotesque state home to him. (Muller 1460). Her use of the vivid imagery set the moral themes for her work. O’Connor wanted her readers to see the world for what it truly was. O’Connor used violence to force her readers in confronting the problem of evil. The destructive acts showed a world that had both spiritual and physical warfare. Muller examined that when he stated,â€Å"When violence appears in the grotesque, it is used to suggest the lack of any framework or order in the universe; it reinforces the grotesque by working against the ideals of social and moral order to create an alienated perspective.† (1460) In the book, â€Å"A Good Man Is Hard To Find†, the Misfit knew what he was doing and that it was wrong. But the murder was committed anyway. After the son was shot the grandmother said, â€Å"If you would pray, Jesus would help you.† The Misfit said, â€Å"That’s right.† (O’Connor 1451) He had already made up his mind that it was too late for anyone to help him. Evil had taken him over and the Misfit began the process of alienating himself from the rest of the world. His grandmother’s advice was left behind. O’Connor also used hostile and loud imagery to foreshadow the climax. For example, in the beginning, crime, violence, and death are mentioned. That very approach used by O’Connor helped push start the build up of the climax and it mentally prepared the reader for the violent ending. O’Connor used scary landscape as well to turn her characters secure world into ...

Dysphoria and Other Dys- Words

Dysphoria and Other Dys- Words Dysphoria and Other Dys- Words Dysphoria and Other Dys- Words By Maeve Maddox A reader has asked for a post on dysphoria. Dysphoria is the opposite of euphoria. Whereas euphoria is a feeling of well-being, dysphoria is a state marked by feeling of unease or discomfort. Perhaps the most familiar type of dysphoria comes from pangs of conscience: the bad feeling in the pit of one’s stomach that results from having done something unkind or dishonest. Embarrassment is another kind of dysphoria, as is the sense of let-down that follows the euphoria felt by drug addicts and thrill seekers when the source of pleasure is withdrawn. Some psychologists have adopted the term â€Å"gender dysphoria† in place of â€Å"gender identity disorder (GID)† to describe the feelings of people who experience a sense that there’s a mismatch between their bodies and their genders. English contains dozens of words that begin with dys-. The prefix denotes the meaning of bad or difficult. Most dys- words are scientific terms, many of them dealing with pathologies. A few have entered the common general vocabulary. Here are the most commonly heard dys- words: dysentery (noun): an often epidemic or endemic disease characterized by severe diarrhea. dysfunctional (adjective): impaired, not functioning as it should. dyslexia (noun): a learning disability characterized by varying difficulties in processing written language. dyspepsia (noun): severe indigestion. Figuratively, dyspepsia, together with its adjective form dyspeptic, refers to ill humor. For example, â€Å"Then it would be dismissed as a non-issue despite the fact that invariably the dyspetic editors of The Daily Mail would turn out to be proven correct!† dysplasia (noun): an abnormal growth or development. In dogs,  hip dysplasia  is an abnormal formation of the hip socket that, in its more severe form, can eventually cause crippling lameness and painful arthritis of the  of the joints. dystopian (adjective): oppressive and miserable. The word dystopia is the opposite of utopia, a word coined to represent an ideal human society. Motion pictures that show a future in which people are oppressed by an intrusive government are said to present â€Å"a dystopian vision of the future.† dystrophy (noun): a wasting away of the body. Muscular dystrophy is a disorder characterized by progressive weakness and wasting of skeletal muscles. Here are some less common dys- words that a few writers may find useful: dysgenic (adjective): exerting a detrimental effect on the race, tending towards racial degeneration. dyskinesia (noun): impaired motion. dysmenorrhea (noun): painful menstruation. dysphagia (noun): difficulty in swallowing. dysphonia (noun): impairment of the voice. dysrhythmia (noun): disordered rhythm in the brain waves. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Regarding Re:A While vs AwhileEnglish Grammar 101: Prepositions

Working with and Leading People Essay Example | Topics and Well Written Essays - 500 words

Working with and Leading People - Essay Example Taking into consideration the legal and ethical aspect of the selection process, I would use the screening procedure to find the right candidates. This is because; it would enable me to better know the passion of the candidates towards cooking (Dess, Lumpkin, and Eisner, 2006, pp. 21-25). Leadership and motivation are imperative aspects for any kind of a job. This is because an individual’s performance is affected by the leadership which exists as well as the motivation aspects. In this case, the best leadership and motivation theory supporting Oliver’s leadership is the McClelland’s theory. This is because; it relates to the personality that people acquire which remains unchanged. The candidates in this case have a strong desire to achieve their goals. Additionally, they have the need to establish affiliation and power and that is offered by the leadership style practiced by Oliver. The leadership style used in Oliver’s organization is servant. This is because; despite Oliver being the founder of â€Å"fifteen† puts the need of the others before his own (Solansky, 2008, pp. 337-339). Every student is included in decision making as well as giving all the necessary tools for the work. The leadership style is best suited for this orga nization. Team work is an important aspect in the performance of any organization. This is because by working collaboratively people are able to achieve the set goals with a lot of ease. The team under Oliver’s leadership is active, but also enjoys their work immensely (Chen, and Barshes, 2000, p. 30). Because of the team’s efficiency, the organization was able to get international recognition and also earn a lot of revenue. This is extremely beneficial to the organization’s reputation and brand image. Nevertheless, there were challenges that were portrayed by the team members. For instance, some of the members were kicked out because they were violent. Some members also lost their temper

Motivation and Concept Table & Paper Essay Example | Topics and Well Written Essays - 1000 words

Motivation and Concept Table & Paper - Essay Example Therefore, each employee aims to provide the best service possible in order to reach the goal of guest satisfaction. In the hotel industry, cognitive motivational theory through goal-setting provides the operational framework in which the employees approach their work. In creating a successful atmosphere within a hotel, cognitive motivational theory has a significant use in creating the appropriate structure in which to help motivate the employees of the hotel to excel in their positions. An important part of cognitive motivational theory is goal-setting in which the employee sets standards and goals for themselves in order to meet a standard that is more than satisfactory for their guests. According to Bandura (2007), â€Å"By making self-satisfaction conditional on matching the standard, people give direction to their actions and create self-incentives to persist in their efforts until their performances match their goals† (p. 128). The goals of the hotel staff are to create a satisfactory experience for the guests. In order to do this effectively, setting personal standards and levels of service that is above the standard will create a better experience for the guests and a sense of satisfaction for the employees. Usually, the front desk manages the calls from guests who have requests and complaints. Sometimes a large hotel will have a phone center to field calls, but most often in an average through small size hotel it is the front desk who manages these calls. Job satisfaction through goal setting within cognitive based motivation occurs as an employee is able to achieve excellent service for the guest. The front desk is the front line between the operation of the hotel and the multiple departments that must accomplish their goals and missions in order to create guest satisfaction. One way in which management may reinforce goal-setting motivation will be