Problem solving skills Training and the Workplace

Problem solving skills Training and the Workplace Introduction Effective problem solving training offered at the workplace help employees to develop problem-solving techniques. When employees develop these skills, they will operate more actively and effectively. Techniques allow employees to identify and analyze problems in the working fraternity.Advertising We will write a custom critical writing sample on Problem solving skills Training and the Workplace specifically for you for only $16.05 $11/page Learn More It allows them to evaluate the impact and severity of unconventional solutions to the underlying problem with the stakeholders, clients, and allies. The employees, upon training, will know how to utilize the available possessions to perform tasks properly. They will also learn to achieve organizational goals by solving problems as a team and not as individuals. Training programs include preparing employees for organization problems, and vast business orientation. Objective finding Objective finding is the segment of identifying goals, challenges, and wishes upon which a supervisor or manger wants to work upon. Specialized proficiency training programs are created and proposed to help employees adopt problem solving ideas and methods. The employees should be coached and presented with materials that will help them learn how to identify a predicament. In an organization, the supervisor divides the employees into groups and allocates pertinent tasks for them to tackle. The employees will try to solve the situations such as ineffective communication between management and stakeholders, client issues, and vendor-manager relations. Profound training skills will help employees to identify some possible causes of the ongoing state of affairs. The training program will help employees to set aside and segregate the facts. When they find the cause of the problem, they will be able to know the reasons and therefore, will come up with a strategy on how to avoid future occurrences. Fact-fin ding Fact- finding is where relevant data is gathered. The situation and background should be established. This segment also incorporates feelings, data, questions, and figures. After putting down all the appropriate information about a setback, the employees or in this case participants will have the facts required to state solutions required to curb the situation. Training seminars help employees to learn more about their experienced members. The training programs motivate employees and help them learn innovative and creative techniques required to solve internal setbacks. The employees put down the setback resolution methods, and the merits and demerits linked with the techniques. Problem finding The actual problem to be focused on should be clarified and established. Problem solving techniques supervisor instructs the employees to evaluate alternatives appropriately. When the employees learn to propagate decisions profoundly, they will handle tasks in an effective way. They shou ld analyze and review case studies, consult and dialogue with business experts, and participate in healthy business oriented workshops and competitions in order to evaluate the alternatives effectively.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Idea finding and solution implementation Possible for solving the problem should be established. The solution should be carefully selected to know how to strengthen them. Employees ought to know how to determine the impact before implementing a solution. The employees should recall previous problem solution strategies for them to be able to handle the present situations successfully. At the training seminars, employees are taught how to perfect their capabilities to remember facts by partitioning data into groups. For them to be able to do this, they should adopt and use appropriate methods to make reminiscence and visualizing the su rrounding to recollect and categorize information. The employees also establish the importance of evaluating the triumphant alternatives. This will help in handling situations in the future by applying the same problem solving technique. Acceptance fining and what I learnt From the training program, I learnt that employees would know how to solve problems in the workplace as a team. The training program helps them to enhance their communication between each other and the management. I also learn that the recognition and support ceremony help employees to know their strengths and importance to the organization. Conclusion Every organization should ensure that their employees acquire the relevant problem solving technique. This will help maximize production and improve customer-management relations thus achieving goals of the organization.

How to Write a Descriptive Paragraph

How to Write a Descriptive Paragraph A descriptive paragraph is a focused and detail-rich account of a specific topic. Paragraphs in this style often have a concrete focus- the sound of a waterfall, the stench of a skunks spray- but can also convey something abstract, such as an emotion or a memory. Some descriptive paragraphs do both. These paragraphs help readers  feel  and  sense  the details that the writer wants  to convey. To write a descriptive paragraph, you must study your topic closely, make a list of the details you observe, and organize  those details  into a logical  structure. Finding a Topic The first step in writing a strong descriptive paragraph is identifying your topic. If you received a specific assignment or already have a topic in mind, you can skip this step. If not, its time to start brainstorming. Personal belongings and familiar locations are useful  topics. Subjects that you care about and know well often make for rich, multilayered descriptions.  Another good choice is an object that at first glance doesnt seem to warrant much description, like a spatula or a pack of gum. These seemingly innocuous objects  take on entirely unexpected dimensions and meanings when captured in  a well-crafted descriptive paragraph. Before you finalize your choice, consider the goal of your descriptive paragraph. If youre writing description for descriptions sake, youre free to choose any topic you can think of, but many descriptive paragraphs are part of a larger project, such as a personal narrative or an application essay. Make  sure the topic of your descriptive paragraph aligns with the broader goal of the project. Examining and Exploring Your Topic After youve selected a topic, the real fun begins: studying the details. Spend time closely examining the subject of your paragraph. Study it from every possible angle, beginning with the five senses: What does the object look, sound, smell, taste, and feel like? What are your own memories of or associations with the object?   If your topic is larger than a single object- for example, a location or a memory- you should examine all of the sensations and experiences associated with the topic. Lets say your topic is your childhood fear of the dentist. The list of details might include your white-knuckled grip on the car door as your mother tried to drag you into the office, the gleaming white smile  of the dental assistant who never remembered your name, and the industrial buzz of the electric toothbrush.   Dont worry about writing full sentences or arranging the details into a logical paragraph structure during the prewriting phase. For now, simply write down every detail that comes to mind. Organizing Your Information After youve compiled a lengthy list of descriptive details, you can begin assembling those details into a paragraph.  First, consider  again the goal of your descriptive paragraph. The details you choose to  include in the paragraph, as  well  as  the details you choose to  exclude, signal to the reader how you feel about the  topic. What message, if any, do you want the description to convey?  Which details best convey that message? Reflect on these questions as you begin constructing the paragraph. Every descriptive paragraph will take a somewhat different form, but the following model is a straightforward way to get started:  Ã‚   A topic sentence  that identifies the topic and briefly explains its significanceSupporting sentences that describe the topic in specific, vivid ways,  using the details youve  listed during brainstormingA concluding sentence that circles back  to the topics  significance Arrange the details in an order that makes sense for your topic. (You could easily describe a room from back to front, but that same structure would be a confusing way to describe a tree.) If you get stuck, read model descriptive paragraphs for inspiration, and  dont be afraid to experiment with different arrangements. In your final draft,  the details should follow  a logical pattern, with each sentence connecting to the sentences that come before and after it. Showing, Not Telling Remember to  show,  rather than  tell, even in your topic and concluding sentences. A topic sentence that reads, I am describing my pen  because I love to write is  obvious telling (the fact that youre describing your pen should be self-evident from the paragraph itself)  and unconvincing (the reader cannot  feel  or  sense  the strength of your love of writing). Avoid tell statements by keeping your list of details handy at all times. Heres an example of a topic sentence that  shows  the subjects significance through the use of detail:  My ballpoint pen is my secret writing partner: the baby-soft tip glides effortlessly across the page, somehow seeming to pull my thoughts down from my brain and out through my fingertips. Edit and  Proofread Your Paragraph The writing process isnt over until your paragraph has been edited and proofread. Invite  a friend or teacher to read your paragraph and provide feedback. Assess whether the paragraph clearly conveys the message you intended to express. Read your paragraph aloud to check for awkward phrasing or cumbersome sentences. Finally, consult a proofreading checklist to confirm that your paragraph is free of minor errors.

Humn Recourse Mngement in Indi Essay Example | Topics and Well Written Essays - 3500 words

Humn Recourse Mngement in Indi - Essay Example It occupies Ð ° strÐ °tegic locÐ °tion in South Ð siÐ ° for internÐ °tionÐ °l trÐ °de. With Ð °n Ð °reÐ ° of 3.3 million squÐ °re km, IndiÐ ° is the second lÐ °rgest country in Ð siÐ ° Ð °nd the seventh lÐ °rgest in the world. Ð  former British colony, IndiÐ ° hÐ °s emerged Ð °s the lÐ °rgest democrÐ °cy in the world since independence in 1947. IndiÐ ° is the birthplÐ °ce of three of the world’s mÐ °in religions: Hinduism (Ð °bout 7000 yeÐ °rs BC), Buddhism (487 BC) Ð °nd Sikhism (1699 Ð D). IndiÐ °n society comprises six mÐ °in religious groups: Hindus (83.2 percent), Muslims (11 percent), Sikhs (2 percent), ChristiÐ °ns (2 percent), JÐ °ins Ð °nd Buddhists (less thÐ °n 1 percent). There Ð °re over three thousÐ °nd cÐ °stes. IndiÐ ° hÐ °s 179 lÐ °nguÐ °ges Ð °nd 544 diÐ °lects. The Constitution recognizes sixteen lÐ °nguÐ °ges, Hindi Ð °nd English being the two officiÐ °l lÐ °nguÐ °ges. IndiÐ ° hÐ °s one of the lÐ °rgest English-speÐ °king populÐ °tions in the Ð siÐ °-PÐ °cific region. The literÐ °cy rÐ °te for those over 15 yeÐ °rs of Ð °ge is 51 percent, but literÐ °cy is unevenly distributed (BudhwÐ °r, 2000Ð °). These fÐ °cts show the diverse nÐ °ture of the IndiÐ °n workforce. Though rich in culture Ð °nd nÐ °turÐ °l resources, IndiÐ ° currently fÐ °ces Ð ° number of problems: politicÐ °l Ð °nd religious instÐ °bility; ever-increÐ °sing levels of populÐ °tion; unemployment Ð °nd poverty; corruption in government offices; cÐ °stism; Ð ° low per cÐ °pitÐ ° income; instÐ °bility of output in Ð °griculture Ð °nd relÐ °ted sectors; slow privÐ °tisÐ °tion of the bloÐ °ted public sector; lÐ °ck of Ð °dequÐ °te intellectuÐ °l property protection; excessive bureÐ °ucrÐ °cy; Ð °nd Ð °n increÐ °sing gÐ °p between rich Ð °nd poor. The level of corruption in politics is rÐ °pidly rising.

PHYLOSOPHY FINAL ESSAY Example | Topics and Well Written Essays - 1750 words

PHYLOSOPHY FINAL - Essay Example to as â€Å"zombies† will eventually crumble and fall, in addition to that never at one time shall an artificial creation equal or even outdo human thinking and cognitive ability. In addition, the essay will evaluate the two arguments and give a personal supported opinion that is against computationalism, the reason being the impossibility of scientists to create systems similar to humans’, thus the weakness of Dennett’s argument. Dennett (1994) argues that someday, robots will be made that will be able to function just like humans do. To him, human beings are â€Å"†¦a sort of robot ourselves†¦with extraordinarily complex self-controlling, self-sustaining physical mechanisms, designed by natural selection†¦Ã¢â‚¬  He admits that it is a wild ambition to imagine that a human replication can succeed in triumphing over nature by creating an artificial human, but it is not unachievable. The main point of his argument is based on his perspective that a consciousness machine is in no way different from a perpetual one in that both can be programmed to execute specific functions by use of physical processes. The only constriction that [his] project would encounter are the expensive costs of assembling billions of minute mechanisms to direct the robots’ actions. First of all, a robot is a material thing, whereas it is common sense that consciousness requires materialism to exist, a theory of dualism. What this means is that what a man can create will only utilize materials such as metals, plastic, wires, chips and so on, but these are never going to make anything with the ability to think on its own. The reason for that is because there is more to the human being than just the material part; the mind which is not physical, and that is what controls intelligence. Dennett counters this perspective as follows; he defines the notion of immaterial stuff as â€Å"mere superstition since all body processes are today defined and explained and understood through today’s

Explain Kants Theory of Ethics Essay Example for Free

Explain Kants Theory of Ethics Essay Kant was born in 1724-1804, he was a German thinker from East Prussia (now Russia), and he spent his whole life in his hometown. Kant wanted to create a logical, stand-alone theory that wasn’t just based on assumptions, he believed in an objective right or wrong that is decided on reason and that we shouldn’t do the right thing just because it’s right and not to fulfil our desires. Can we lead a life following his ideals are there not some situations where a perfect moral decision cannot be made, are all our choices fuelled by personal gain and desire? He has a deontological and absolute approach to ethics, to Kant what makes an action good is when you do your ‘duty’ and that one’s duty is to always flow the moral law. We should not act out of love or compassion. The motive is what makes an action good –nothing else! The consequences to Kant are meaningless it’s the act itself that needs to be right an example of his thinking would be its immoral to kill 1 man in order to save 10. For Kant the fact that we ‘ought’ to do something implies that it is possible to do it. Thus moral statements are prescriptive: they prescribe an action. Ought implies can, ‘if I ought to do X’, it means ‘I can do X’. Kant also believed that moral statements are a priori (knowable prior to experience) and synthetic, that they can be verified by our empirical evidence so are either true or false. Kant put forward the idea of two imperatives the hypothetical imperative, these are not moral commands and they don’t apply to everyone. In Kant’s eyes you only need to obey them if you want to achieve a certain goal. An example of this would be that Kant observed that the word ‘ought’ is often used none morally, for example ‘if you want to become a better artist or guitarist, you ought to practice’. On the other hand Kant also proposed the Categorical Imperative, these are moral commands that can be universalised and do not depend on anything else. Whereas the hypothetical imperative requires you to go from ‘a’ to ‘b’ then categorical imperative only requires you to just do ‘a’. â€Å"Duties for duties sake† this related to the categorical imperative. Kant then goes on to the 3 maxims, first off to test a moral maxim as it’s a universal law either everyone should follow it or everyone should reject it. The first maxim is ‘Your action should be able to be universalised’ before you act in a certain way, would you like everyone in the same situation to act in the same way. If not, then you are involved in a contradiction it goes against reason, â€Å" so at that principle of action might safely be made of law for the whole world† if you were to take lying through the first maxim its clear it would fail as that would mean everyone would be lying to one another and trust is completely destroyed. The second maxim is ‘Don’t treat people as a means to an end’ Kant strongly believed that you can never use human beings as a means to an end, to exploit or enslave them. Humans to Kant are all the highest point of creation and so demand a unique treatment. This guarantees that all individuals are afforded the moral principles; therefore no humans can be used for the sake of others, he also explained that we have a duty to develop our own perfection, developing our moral, intellectual and physical capabilities. We also have a duty to seek the happiness of others as long as that is within the law and allows the freedom of others. â€Å"Always recognise that human individually are ends and do not use them as a means to your end† therefore you can’t lie for example to further your own needs at the cost of using someone. Kant’s final and third maxim ‘ work towards a kingdom of ends’ this is an overall culmination of the first two, everyone should act as if every person was a ‘end’ and that moral choices be based on any empirical consideration about human nature, human flourishing or human destiny. However it needs to be clear that despite this autonomy this does not mean that everyone can just decide their own morality but rather that each individual has the ability to understand the principles of pure practical reason and follow them. It is impartial and must apply to everyone. If one maxim is disproved then the law becomes immoral and can’t be universalised. Kant also talked about good will and duty, to Kant the ‘greatest good or summon bonum’ is what Kant terms as good will. Someone of good will is not good because of what they achieve (the consequence) but because he/she acts out of duty. Good will to Kant is the only thing that is truly pure, as we can get our reasoning wrong or it can be manipulated, but to have the good will to perform your duty cannot be manipulated or got wrong. Kant contrasted ‘doing your duty’ with ‘giving into your emotions’ or doing what you feel like. The main two meanings of duty come into conflict as the first thought meaning of duty is to obey your superior, this is what the Nazi soldiers claimed innocence about when they were trialled for war crimes they were just following orders but is that moral? To obey the moral law do the right thing and think a situation through is Kants meaning of duty â€Å"Good will shines forth like a precious jewel† –Kant. Kants theory of ethics seems to grant freedom to do anything that can be universalised. This sets the limits but does not give guidance; therefore in order for it to make sense Kant proposed the three postulates, the existence of god, freedom and immorality. We know that morality can exist because we can observe it. However we must be free to perform it as otherwise the act wouldn’t be truly moral. Morality and freedom must come from somewhere to Kant this is God. Kant argues that there must be a God and an afterlife as there has to be some sort of reward. As we cannot be perfect in this life. This is known as reaching the summon bonum that I mentioned earlier, as this cannot be achieved in this life, there must be an afterlife where this can be achieved. For Kant, morality leads to God. Part B: Assess the view that it is always right to keep one’s promises. In Kants view immorality occurs when the categorical imperative is not followed: when a person attempts to set a different standard for themselves then for the rest of humanity. In the Groundwork for the Metaphysics of Morals, once Kant has derived his categorical imperative he applies it to a number of examples. The second example and probably the most analysed is that of an unfaithful promise. Kant applies his imperative to a person who is short of money who intends to ask for a loan, promising to repay it, but with no intention of doing so. When Kant applies the categorical imperative to this situation he discovers that it leads to a contradiction, for if breaking promises were to become universal then no person would ever agree to a promise and promises would disappear. Kant connects rationality with morality, and sees contradictory behaviour as immoral. Some critics have argued that Kant never asserts the connection between rationality and morality, but most dismiss this and point out that Kant clearly explains how morality must be based upon reason and not upon desires. Another weakness is that what if your friend told you a secret that he was planning to murder someone, it would be your obligation to keep it but is that morally right? Could that surpass the 3 maxims, in the second maxim there can be no use of one individual for the sake of another, are you forsaking the person that is planned to be murdered just to keep a promise. However on the other hand there are strengths to Kants way of thinking as it means everyone single human has intrinsic value, actions are based on reason and logic and there are 3 straightforward maxims that need to be followed so it cuts out many grey areas as if it simply doesn’t follow the maxims it can’t be universalised. Other theories, utilitarianism for example would say it would be wrong to keep a promise of a secret of planned bomb attack that would kill hundreds as you would be saving hundreds of lives by informing the police. Utilitarian’s believe that the outcome outweighs the action. In my opinion I agree with Kant theory as I believe there needs to be trust between people, as relationships with people would mean nothing also it’s a matter of honour if you gave your word to someone I will promise you this etc. then it has to be in the best of your ability to fulfil it if it’s a good cause and not unjust. However in extreme cases such as say the promise of keeping a secret of a planned terrorist attack I would have to side with the utilitarian approach.

Lord Of The Flies, An Analysis :: essays research papers

People are privileged to live in an advanced stage of development known as civilization. In a civilization, one’s life is bound by rules that are meant to tame its savage natures. A humans possesses better qualities because the laws that we must follow instill order and stability within society. This observation, made by William Golding, dictates itself as one of the most important themes of Lord of the Flies. The novel demonstrates the great need for civilization ion in life because without it, people revert back to animalistic natures. When the children become stranded on the island, the rules of society no longer apply to them. Without the supervision of their parents or of the law, the primitive nature of the boys surfaces, and their lives begin to fall apart. The downfall starts with their refusal to gather things for survival. The initial reaction of the boys is to swim, run, jump, and play. They do not wish to build shelters, gather food, or keep a signal fire going. Consequently, the boys live without luxury that could have been obtained had they maintained a society on the island. Instead, these young boys take advantage of their freedom and life as they knew it deteriorates. The boys spark the onset of tragedy when the pig hunt evolves as more than just an activity. Jack and his band of hunters love the thrill of the chase. They spend much of their day searching the pig runs enjoying the brutality they cause on other living beings. This amusement is taken too far when Jack introduces face paint into the game. The face paint takes away the identities of the boys and transforms them into nameless savages. They hide behind the paint â€Å"liberated from shame and self-consciousness† (Golding 64). Jack’s mask overpowers the rest of the boys and they go off to hunt despite some discontent. Eventually, the painted warriors ready a fortress at one end of the island. This tribe brings nothing but death and destruction to the island. Moreover, the newly formed group of warriors even develop a dance that they perform over the carcass of the dead pig. They become so involved in this dance that that warriors kill one of their own kind. By chance, Simon runs from the forest towards the group that is already shouting â€Å"‘Kill the beast! Cut his throat! Spill his blood!’† (152).

American Imperialism – 1

APUSH Mrs. Cox 3/7/2013 (B) In the late 1800s, the United States embarked on a new wave of expansionism during which it acquired overseas territories. Explain the reasons for this new wave of expansionism. American Imperialism has been a part of United States history since the American Revolution. Imperialism is practice by powerful nations or people seeking to expand and maintain control or influence over weaker nations. The United States switch to imperialist behavior in 1898 has caused great historical attention.After all, the United States had generally claimed to stand in opposition to the practice of taking colonies, instead being an advocate of freedom, democracy, and self-government for all. However, the United States saw a need for expanding more. The United States embarked on a new wave of expansionism in the late 1800's because of its desire for new markets, America’s aggressive mood, and new military strength. In the late 1800's, agricultural and industrial product ion was booming in the United States. In fact the production was so high that Americans could no longer buy all of the products created.Because of this, big businesses supported expansionism so they had new markets to trade with and make more profit. The businesses also feared running out of natural resources. Many believed that overseas markets would provide a safety valve to relieve the pressures of labor violence and agrarian unrest. During this time, there was a large volume of American business men visiting Hawaii. These men saw Hawaii not only as a place to vacation, but a place of investment. The ports in Hawaii would allow the American business men to trade with other nations such as Asia and China.America saw the need to expand their belief in â€Å"White Anglo-Saxon superiority†. During the late 1800's, America was very aggressive. This can be attributed to people interpreting Darwinism to mean that the earth belonged to the strong and fit, like the United States. I t also can be attributed to the belief that if America was to survive in the competition of modern nation-states, it would have to become an imperial power. Africa being divided up by the Europeans worried Americans about losing its status as a world power. There are multiple examples of this new aggressive mood.For example, the lynching of 11 Italians in 1891 brought the two countries to the brink of war. Another example is when two sailors were killed in Chile. When Chile rejected American protests, hostilities seemed inevitable. The willingness of Americans to risk war over such distant and minor disputes demonstrated the aggressive new national war. After the Civil War, America's navy was not that powerful compared to European Countries. The Influence of Sea Power Upon History, written by Captain Alfred Thayer Mahan in 1890, showed how important a strong navy is and spurred development in the United States.The development of the new steel navy in the late 1800s opened up possibi lities overseas such as controlling the Hawaiian Islands and the Samoas. Hawaii was considered as the â€Å"crossroads of the Pacific†. Ports like Pearl Harbor was seen fit to be used as a coaling station to help supply the US Navy in future operations in the Pacific. In fact, Hawaii could have easily worked as a coaling station without formal annexation, since American businessmen essentially controlled the island anyway. Nonetheless, keeping with the spirit of the times, the US annexed Hawaii on July 7, 1898 granting Hawaiians with full US citizenship.This new military strength played a big role in expansionism. With the new military strength, America was able to obtain more territories like Cuba and the Philippines. America embarked on a new wave of expansionism in the late 1800's because of its economic benefits, America's aggressive mood, and its new military strength. Although the United States had generally claimed to stand in opposition to the practice of taking colon ies, instead being an advocate of freedom, democracy, and self-government for all. The United States saw a need for expanding more, this was the need to become a strong world power!

Reasons teenagers should not be allowed to work Essay

Today, many high school students are entering the work force. Students are becoming more and more eager to start working and become independent. Although a beneficial balance of school and extracurricular activities as well as employment can be productive, it is very difficult to maintain. If a student is intending on going to college, he or she should only hold very minimal and flexible employment. A part-time job interferes with school in many situations. Even if the job is held after school and on weekends, many beneficial extracurricular activities operate at times that do not conflict with education. Most employers are hardly willing to a busy student’s schedule. When students do successfully plan out-of-school events in accordance with a work schedule, hours of school followed by hours of work and hours of homework may be overwhelming for high school students. All of this considered, a student will sacrifice homework and actually be encouraged not to participate in school clubs and sports if working part-time. An employed high school student will suffer the loss of time spent with friends and family. Do you really think a working teenager will keep up with household commitments, such as chores? PARENTING.COM reports that all parents that participated in their survey with employed children say that their working teens often neglect chores and end up with slipping grades. That same website also reports that 94% of those same parents have missed out on family events such as birthdays and day trips. Not only will a part-time job harm a student’s educational stability, it will harm a close family. Besides damaging a student’s family life, a job may harm his or her social life. A student may not be able to spend as much time with their friends as usual if employed. This according to child psychologists can be very harmful to a teenager. First, teenagers receive many daily reassurances from friends, and without this unobvious benefit of friendship, a teenager may begin to feel low self-esteem and feel feelings of guilt for neglecting friends. Emotional turmoil for feeling of abandoning peers and neglecting family is hardly positive for a teenage student. Many students do successfully balance school and work. Only a few students though manage to maintain this balance before parts of their life begin to fail because of employment. One must consider all the above possible conflicts before jumping into the workforce. This of course, is no easy task. With parental support and a good employer willing to be flexible, it is somewhat accomplishable. Take caution before entering the world of employment.

A Brief Overview of British Literary Periods

A Brief Overview of British Literary Periods Although historians have delineated the eras of British literature in different ways over time, common divisions are outlined below.   Old English (Anglo-Saxon) Period (450–1066) The term Anglo-Saxon comes from two Germanic tribes, the Angles and the Saxons. This period of literature dates back to their invasion (along with the Jutes) of Celtic England circa 450. The era ends in 1066, when Norman France, under William, conquered England. Much of the first half of this period, prior to the seventh century, at least, had oral literature. A lot of the prose during this time was a translation of something else or legal, medical, or religious in nature; however, some works, such as Beowulf,  and those by period poets Caedmon and Cynewulf, are important. Middle English Period (1066–1500) The Middle English period sees a huge transition in the language, culture, and lifestyle of England and results in what we can recognize today as a form of â€Å"modern† (recognizable) English. The era extends to around 1500. As with the Old English period, much of the Middle English writings were religious in nature; however, from about 1350 onward, secular literature began to rise. This period is home to the likes of Chaucer, Thomas Malory, and Robert Henryson. Notable works include Piers Plowman and Sir Gawain and the Green Knight.   The Renaissance (1500–1660) Recently, critics and literary historians have begun to call this the â€Å"Early Modern† period, but here we retain the historically familiar term â€Å"Renaissance.† This period is often subdivided into four parts, including the Elizabethan Age (1558–1603), the Jacobean Age (1603–1625), the Caroline Age (1625–1649), and the Commonwealth Period (1649–1660).   The Elizabethan Age was the golden age of English drama. Some of its noteworthy figures include Christopher Marlowe, Francis Bacon, Edmund Spenser, Sir Walter Raleigh, and, of course, William Shakespeare.  The Jacobean Age is named for the reign of James I. It includes the works of John Donne, Shakespeare, Michael Drayton, John Webster, Elizabeth Cary, Ben Jonson, and Lady Mary Wroth. The King James translation of the Bible also appeared during the Jacobean Age.  The Caroline Age covers the reign of Charles I (â€Å"Carolus†). John Milton, Robert Burton, and George Herbert are some of the notable figures. Finally, the Commonwealth Age was so named for the period between the end of the English Civil War and the restoration of the Stuart monarchy. This is the time when Oliver Cromwell, a Puritan, led Parliament, who ruled the nation. At this time, public theaters were closed (for nearly two decades) to prevent public assembly and to combat moral and religious transgressions. John Milton and Thomas Hobbes’ political writings appeared and, while drama suffered, prose writers such as Thomas Fuller, Abraham Cowley, and Andrew Marvell published prolifically. The Neoclassical Period (1600–1785) The Neoclassical period is also subdivided into ages, including The Restoration (1660–1700), The Augustan Age (1700–1745), and The Age of Sensibility (1745–1785). The Restoration period sees some response to the puritanical age, especially in the theater. Restoration comedies (comedies of manner) developed during this time under the talent of playwrights such as William Congreve and John Dryden. Satire, too, became quite popular, as evidenced by the success of Samuel Butler. Other notable writers of the age include Aphra Behn, John Bunyan, and John Locke. The Augustan Age was the time of Alexander Pope and Jonathan Swift, who imitated those first Augustans and even drew parallels between themselves and the first set. Lady Mary Wortley Montagu, a poet, was prolific at this time and noted for challenging stereotypically female roles. Daniel Defoe was also popular.   The Age of Sensibility  (sometimes referred to as the Age of Johnson) was the time of Edmund Burke, Edward Gibbon, Hester Lynch Thrale, James Boswell, and, of course, Samuel Johnson. Ideas such as neoclassicism, a critical and literary mode, and the Enlightenment, a particular worldview shared by many intellectuals, were championed during this age. Novelists to explore include Henry Fielding, Samuel Richardson, Tobias Smollett, and Laurence Sterne, as well as the poets William Cowper and Thomas Percy. The Romantic Period (1785–1832) The beginning date for the Romantic period is often debated. Some claim it is 1785, immediately following the Age of Sensibility. Others say it began in 1789 with the start of the French Revolution, and still, others believe that 1798, the publication year for William Wordsworth and Samuel Taylor Coleridge’s book Lyrical Ballads, is its true beginning. The time period ends with the passage of the Reform Bill (which signaled the Victorian Era) and with the death of Sir Walter Scott. American literature has its own Romantic period, but typically when one speaks of Romanticism, one is referring to this great and diverse age of British literature, perhaps the most popular and well-known of all literary ages. This era includes the works of such juggernauts as Wordsworth, Coleridge, William Blake, Lord Byron, John Keats, Charles Lamb, Mary Wollstonecraft, Percy Bysshe Shelley, Thomas De Quincey, Jane Austen, and Mary Shelley. There is also a minor period, also quite popular (between 1786–1800), called the Gothic era.   Writers of note for this period include Matthew Lewis, Anne Radcliffe, and William Beckford. The Victorian Period (1832–1901) This period is named for the reign of Queen Victoria, who ascended to the throne in 1837,  and it lasts until her death in 1901.  It was a time of great social, religious, intellectual, and economic issues, heralded by the passage of the Reform Bill, which expanded voting rights. The period has often been divided into â€Å"Early† (1832–1848), â€Å"Mid† (1848–1870) and â€Å"Late† (1870–1901) periods or into two phases, that of the Pre-Raphaelites (1848–1860) and that of Aestheticism and Decadence (1880–1901). This period is in strong contention with the Romantic period for being the most popular, influential, and prolific period in all of English (and world) literature. Poets of this time include Robert and Elizabeth Barrett Browning, Christina Rossetti, Alfred Lord Tennyson, and Matthew Arnold, among others. Thomas Carlyle, John Ruskin, and Walter Pater were advancing the essay form at this time.  Finally, prose fiction truly found its place under the auspices of Charles Dickens, Charlotte and Emily Bronte, Elizabeth Gaskell, George Eliot (Mary Ann Evans), Anthony Trollope, Thomas Hardy, William Makepeace Thackeray, and Samuel Butler.    The Edwardian Period (1901–1914) This period is named for King Edward VII and covers the period between Victoria’s death and the outbreak of World War I. Although a short period (and a short reign for Edward VII), the era includes incredible classic novelists such as Joseph Conrad, Ford Madox Ford, Rudyard Kipling, H.G. Wells, and Henry James (who was born in America but who spent most of his writing career in England), notable poets such as Alfred Noyes and William Butler Yeats, as well as dramatists such as James Barrie, George Bernard Shaw, and John Galsworthy. The Georgian Period (1910–1936) The Georgian period usually refers to the reign of George V (1910–1936) but sometimes also includes the reigns of the four successive Georges from 1714–1830. Here, we refer to the former description as it applies chronologically and covers, for example, the Georgian poets, such as Ralph Hodgson, John Masefield, W.H. Davies, and Rupert Brooke. Georgian poetry today is typically considered to be the works of minor poets anthologized by Edward Marsh. The themes and subject matter tended to be rural or pastoral in nature, treated delicately and traditionally rather than with passion (like was found in the previous periods) or with experimentation (as would be seen in the upcoming modern period).   The Modern Period (1914–?) The modern period traditionally applies to works written after the start of World War I. Common features include bold experimentation with subject matter, style, and form, encompassing narrative, verse, and drama. W.B. Yeats’ words, â€Å"Things fall apart; the center cannot hold† are often referred to when describing the core tenet or â€Å"feeling† of modernist concerns. Some of the most notable writers of this period, among many, include the novelists James Joyce, Virginia Woolf, Aldous Huxley, D.H. Lawrence, Joseph Conrad, Dorothy Richardson, Graham Greene, E.M. Forster, and Doris Lessing; the poets W.B. Yeats, T.S. Eliot, W.H. Auden, Seamus Heaney, Wilfred Owens, Dylan Thomas, and Robert Graves; and the dramatists Tom Stoppard, George Bernard Shaw, Samuel Beckett, Frank McGuinness, Harold Pinter, and Caryl Churchill. New Criticism also appeared at this time, led by the likes of Woolf, Eliot, William Empson, and others, which reinvigorated literary criticism in general. It is difficult to say whether modernism has ended, though we know that postmodernism has developed after and from it; for now, the genre remains ongoing. The Postmodern Period (1945–?) The postmodern period begins about the time that World War II ended. Many believe it is a direct response to modernism. Some say the period ended about 1990, but it is likely too soon to declare this period closed.  Poststructuralist literary theory and criticism developed during this time. Some notable writers of the period include Samuel Beckett, Joseph Heller, Anthony Burgess, John Fowles, Penelope M. Lively, and Iain Banks. Many postmodern authors wrote during the modern period as well.

Best Quotes About Friendship From the Greatest Thinkers

Best Quotes About Friendship From the Greatest Thinkers What is friendship? How many types of friendship can we recognize, and in what degree shall we seek each of them? Many of the greatest philosophers in both ancient and modern times have addressed those questions and neighboring ones. Ancient Philosophers on Friendship   Friendship played a central role in ancient ethics and political philosophy. The following are quotes on the topic from some of the most notable thinkers from ancient Greece and Italy. Aristotle aka AristotelÄ“s NÄ «komakhou kai Phaistidos StageiritÄ“s (384–322 B.C.): In books eight and nine of the Nicomachean Ethics, Aristotle divided friendship into three types: Friends for pleasure: Social bonds that are established to enjoy one’s spare time, such as friends for sports or hobbies, friends for dining, or for parties.Friends for benefit: All bonds for which cultivation is primarily motivated by work-related reasons or by civic duties, such as being friends with your colleagues and neighbors.True friends: True friendship and true friends are what Aristotle explains are mirrors to each other and a single soul dwelling in two bodies. In poverty and other misfortunes of life, true friends are a sure refuge. The young they keep out of mischief; to the old, they are a comfort and aid in their weakness, and those in the prime of life, they incite to noble deeds. St. Augustine aka Saint Augustine of Hippo (354–430 A.D.): I want my friend to miss me as long as I miss him.   Cicero aka Marcus Tullius Cicero (106–43 B.C.): A friend is, as it were, a second self. Epicurus (341–270 B.C.):  Ã¢â‚¬Å"It is not so much our friends help that helps us as it is, as the confidence of their help.† Euripides (c.484–c.406 B.C.):  Friends show their love in times of trouble, not in happiness. and Life has no blessing like a prudent friend.   Lucretius aka Titus Lucretius  Carus (c.94–c.55 B.C.):  We are each of us angels with only one wing, and we can only fly by embracing one another. Plautus aka Titus Maccius Plautus (c.254–c.184 B.C.):  Nothing but heaven itself is better than a friend who is really a friend. Plutarch aka Lucius Mestrius Plutarchus (c.45–c.120 A.D.):  I dont need a friend who changes when I change and who nods when I nod; my shadow does that much better.   Pythagoras aka Pythagoras of Samos (c.570–c.490 B.C.): Friends are as companions on a journey, who ought to aid each other to persevere in the road to a happier life. Seneca aka Seneca the Younger or Lucius Annaeus Seneca (c.4 B.C.–65 A.D.:  Friendship always benefits; love sometimes injures. Zeno aka Zeno of Elea (c.490–c.430 BC):  A friend is another self. Modern and Contemporary Philosophy on Friendship   In modern and contemporary philosophy, friendship loses the central role it had played once upon a time. Largely, we may speculate this to be related to the emergence of new forms of social aggregations.  Nonetheless, it is easy to find some good quotes. Francis Bacon (1561–1626): Without friends the world is but a wilderness. There is no man that imparteth his joys to his friend, but he joyeth the more; and no man that imparteth his griefs to his friend, but he grieveth the less. William James (1842–1910):  Human beings are born into this little span of life of which the best thing is its friendship and intimacies, and soon their places will know them no more, and yet they leave their friendships and intimacies with no cultivation, to grow as they will by the roadside, expecting them to keep by force of inertia.   Jean de La Fontaine (1621–1695):  Friendship is the shadow of the evening, which strengthens with the setting sun of life. Clive Staples Lewis (1898–1963):  Friendship is unnecessary, like philosophy, like art... It has no survival value; rather it is one of those things that give value to survival. George Santayana (1863–1952):  Friendship is almost always the union of a part of one mind with the part of another; people are friends in spots. Henry David Thoreau (1817–1862):  The language of friendship is not words, but meanings.

Entrepreneurship joint venture Assignment Example | Topics and Well Written Essays - 1000 words

Entrepreneurship joint venture - Assignment Example Contents Abstract 1 Contents 2 Introduction 3 Importance of venture and Working capital 4 Forms of business finance 4 Advantages and disadvantages of Venture Capital as source of finance 5 Salient issues around venture capitalists 6 Conclusion and recommendations 7 References 7 Introduction Venture capital is a form of financing that is widely used by small, medium, and large enterprises in economy. Venture capital is also referred to as equity financing owing to the fact that it addresses the financing needs of a firm in exchange of stake in the firm in question. This form of equity financing is often pursued by firms, which do not have the capacity to seek financing from other traditional financing modes like those sourced through the banks and public markets. It is worth noting that there are other forms of financing options, which the business can decide to explore to cater for its growth strategy and other operations (Mclaney & Atrill, 2006). Such options include loans from bank s, debentures, owner’s capital, and grant finance. Importance of venture and Working capital Venture and working capital are critical for any form of business that is starting up. The business under focus in this case is a beverage company known as Thasta (Mclaney & Atrill, 2006). The company by its nature needs both venture and working capital to realize increased business performance. ... sound working capital, it is important that the business possess an aggressive credit policy besides ensuring that there is operational efficiency at the facility (Mclaney & Atrill, 2006). On the other hand, it is important to take note that venture capital is equally important for the startup of the business because it does not affect the liquidity of a business. A business that is just starting operations rarely has revenue hence may not be able to afford loans or debenture leaving venture capital option as the best option for the company since it does not involve any financial obligations. It is worth noting that with regard to venture capital the various operations and projects of the company are financed in exchange for the shares of the company. Forms of business finance Apart from the venture capital, there exist other forms of capital, which include loans, debentures, owner’s capital, and grants. Loans are funds, which are advanced to the business by financial institut ions such as Banks. According to Mclaney and Atrill (2006), it is worth noting that loans attract interest over and above the principal amount. The business must therefore ensure that it regularly repays the principal amount and accruing interest. A debenture is yet another form of business financing option, which is available to the business. According to Mclaney and Atrill (2006), debentures are loan stocks, which are given subject to a trust deed. The debentures can be either redeemable or irredeemable. The firms can also raise capital for the expansion projects of the firm through equity shares. The only downside to equity shares is that it reduces the shareholding capacity of the company. Mclaney and Atrill (2006) say that grant is another form of financing option, which the firm can