Educational Planning Essays

Educational Planning Essays Educational Planning Essay Educational Planning Essay teachers etc. As far as functioning of the system is concerned the elements to be taken into account include administration of education at the system level, managing the educational process at the institutional and classroom level. For analyzing the quality and outcomes of the education system the efficiency of education and the pass percentage and graduation rate etc. are important. Target Setting Targets are translation of objectives in clearly defined quantitative terms. What the plan intends to achieve during the plan period when specified in quantitative terms is known as target. Targets are statements which state clearly and unambiguously what is to be achieved and are in measurable terms and have definite time frame. In order to develop education plan the targets may be set for access, enrolment, retention and achievement level of children. However it is desirable to undertake the target setting exercise in a disaggregated manner. Secondly in a medium and long term plan the targets should be set in a phased manner which means that targets should not only be set for the total plan period but should also be set for all intervening years. This may not only help to see the progress of implementation of the plan on year to year basis but may also facilitate in reviewing the implementation strategies and perhaps revising the targets for the coming years. The gender and social disparities in the field of education are common features in developing countries. These disparities may be in enrolment, retention or even in achievement also. One of the important objectives in the education plan will be to reduce these disparities. It is therefore important to set the targets on enrolment and retention separately for boys and girls as well as for different ethnic groups that are educationally backward. Over a period of time the gap between boys and girls and between various ethnic groups and others may be reduced. The target of reducing this gap may depend upon the gaps between these categories in the base year of the plan. Several demographic and enrolment indicators can be used in setting enrolment targets. These are growth rate of population; growth rate of school age population or share of school age population to total population; share of girls in total child population; share of under age and over age children in total enrolment at a given level of education; Net Enrolment Ratio; growth rate of enrolment in the preceding year; and Net Intake Rate (NIR). It is important to note that plan targets for all major interventions need to beset at the lower level administrative unit. For example, in the national plan state (i. e. province) wise targets may be set or while planning at the state level district wise targets need to be set. Further the plan targets should be expressed both in terms of absolute figures as well as in terms of performance indicators, where ever applicable. Intervention Strategies and Activities After setting the targets the next step in planning is to evolve strategies to achieve the targets and therefore evolving intervention strategies to achieve the targets is another important aspect of plan formulation. The effort may be to highlight the interventions that will help to overcome the problems and constraints identified in the plan so as to ensure that the targets set are achieved. However, it is to be noted that the strategies evolved will have to address the identified problems and issues. While evolving the strategies important points to keep in view are: (i) in a decentralized planning any single strategy may not be uniformly operational or applicable indifferent areas and that is why probably for addressing a single problem one may have to envisage a set of strategies for a given context. ii) Many a times a single strategy may not be enough to address an issue or a problem and there will be a need to work out multiple strategies for addressing a single problem. (iii) All the problems and issues identified during the planning exercise must be tackled and intervention strategies should be worked out accordingly and there should thus be a linkage between the problems/issues identifie d and the intervention strategies developed for addressing them. Translating the strategies into programs and activities is the next step in the plan formulation. It is to be kept in view that a specific intervention strategy may require a number of programs to make it operational and effective. However a program may be an aggregation of various activities. It is therefore necessary to translate each and every strategy into activities and tasks. For example for improving access the strategy can be ‘opening of new schools’. However one of the activities under the strategy of opening new school may be ‘construction of school building’. But the activity of construction of school building has many tasks that are to be undertaken. These tasks may be (i) identification of school-less habitations; (ii)identification of habitations qualifying for opening schools; (iii) listing and prioritization of habitations; (iv) deciding about the number of schools to be opened;(v) identification of habitations where schools are to be opened; (vi) deciding the location/site of the school; (vii) acquiring site/transfer of land; (viii) identification of agency for construction and supervision; (ix) actual construction work; (x) monitoring and supervision of construction work and (xi) finishing and furnishing of school building. Next step in plan formulation is the sequencing and phasing of these activities and the tasks. It may be noted that some activities / tasks can be undertaken only in a sequential manner whereas some activities/tasks can be started simultaneously. For example, construction of school building and recruitment of teachers are the activities which can be undertaken simultaneously while actual construction of school building can not be done before deciding the site of the school, acquiring site, transfer of land and identification of agency for construction and supervision. Costing and Budget Preparation An important step in the plan formulation exercise is the costing and estimation of financial requirements to implement the plan. Translating the physical inputs into financial requirements is essential for funding purpose. All the activities and tasks identified, which have financial implication, are to be cost properly and budgeted adequately. Various steps that are involved in estimation of financial requirements are: (i) listing of all the activities to be undertaken (ii) classifying all these activities into two categories i. . activities having cost implications and activities which do not have cost implications; (iii) classifying the activities which have cost implications into recurring and non-recurring heads; (iv) working our the is another important aspect of plan formulation. The effort may be to highlight the interventions that will help to overcome the problems and constraints identified in the plan so as to ensure that the targets set are achieved. However, it is to be noted that the strategies evolved will have to address the identified problems and issues. While evolving the strategies important points to keep in view are: (i) in a decentralized planning any single strategy may not be uniformly operational or applicable indifferent areas and that is why probably for addressing a single problem one may have to envisage a set of strategies for a given context. (ii) Many a times a single strategy may not be enough to address an issue or a problem and there will be a need to work out multiple strategies for addressing a single problem. iii) All the problems and issues identified during the planning exercise must be tackled and intervention strategies should be worked out accordingly and there should thus be a linkage between the problems/issues identified and the intervention strategies developed for addressing them. Translating the strategies into programs and activities is the next step in the plan formulation. It is to be kept in view that a specific intervention strategy may require a number of programs to make it operational and effec tive. However a program may be an aggregation of various activities. It is therefore necessary to translate each and every strategy into activities and tasks. For example for improving access the strategy can be ‘opening of new schools’. However one of the activities under the strategy of opening new school may be ‘construction of school building’. But the activity of construction of school building has many tasks that are to be undertaken. These tasks may be (i) identification of school-less habitations; (ii)identification of habitations qualifying for opening schools; (iii) listing and prioritization of habitations; (iv) deciding about the number of schools to be opened;(v) identification of habitations where schools are to be opened; (vi) deciding the location/site of the school; (vii) acquiring site/transfer of land; (viii) identification of agency for construction and supervision; (ix) actual construction work; (x) monitoring and supervision of construction work and (xi) finishing and furnishing of school building. Next step in plan formulation is the sequencing and phasing of these activities and the tasks. It may be noted that some activities / tasks can be undertaken only in a sequential manner whereas some activities/tasks can be started simultaneously. For example, construction of school building and recruitment of teachers are the activities which can be undertaken simultaneously while actual construction of school building can not be done before deciding the site of the school, acquiring site, transfer of land and identification of agency for construction and supervision. Implementation Schedule and Monitoring Mechanism One of the important stages in planning exercise is detailing out the implementation plan. When planning at the lower levels, e. g. district level planning, implementation is part and parcel of planning activities. A plan document is incomplete if it does not contain detailed plan for implementation of the programs and projects that the plan contains. It thereby means that planning for implementation should be inbuilt in the plan document. A failure in the achievement of plan targets in the education sector is generally attributed to the lack of detailed planning for implementation. Planning for implementation facilitates the process of implementation of programs and projects by providing a sound mechanism of monitoring in the form of implementation schedule and it also increases the efficiency of the system by minimizing the costs of implementation of a given program or project. Planning for implementation makes it possible to critically analyze the activities of a given educational program and to develop an implementation schedule which can be used for monitoring the progress of implementation. There are certain steps that are necessary in planning for implementation of educational programs or projects. These are; listing of activities that make up the program; thinking through each of these activities; establishing inter-relationships between these activities; establishing a network; setting activity duration; determining material, equipment and human resource needs; deciding about time duration for the program implementation of each activity; identifying identical activities of the program which can not be overlooked without affecting the duration of the average cost of recurring activities and unit cost for non-recurring activities (v)estimation of costs separately under the recurring and non-recurring heads. While estimating the financial requirements for the Education Plan the recurring costs estimation may be on items such as salaries, training, maintenance of building, equipment, furniture, infrastructure, travel costs; stationary and consumables, contingencies, rents etc. Similarly the non-recurring cost estimation may be on items such as: construction of school building, additional classrooms, toilets, compound wall, equipments, furniture; infrastructure; vehicle etc. The aggregation of costs of all the activities and tasks under various strategies will give the total financial requirements of the plan. Allocation of resources to education is based on the budgets. Budgets are prepared annually to facilitate the resource allocation process. This implies that these activities are to be classified according to the year of beginning and completion of the activities. This may help in preparing the annual budgets. The budget should correspond to the activities indicated to be completed in that particular year. While estimating the cost requirements for the plan it is of utmost importance to keep in view the financial parameters fixed by the higher level decision making bodies with regard to Education Plans to be formulated at the lower levels. The costing of the plan must adhere to the ceilings on various items and other financial parameters prescribed by the approving body which may be the national (i. e. central) government and/or the provincial government. Negotiations, Appraisal and Approval The plans developed are draft plans till they are discussed and finally approved by the approving authorities. Since resources are to be allocated for implementation of plan, the negotiation process is very important. Many proposals in the plan may require financial allocation from the higher authorities. Hence the plan may become final only when they are discussed and finally approved by the authorities by approving budget and allocating funds as per requirements. The approving authorities look into the desirability of proposals and the feasibility of implementation of the plan. This is the process of negotiation between those who formulate the plan and those who have to finally approve the plan and budget. It is generally found that some cut in the proposed resource requirement is done by the authorities and in such case the plan need to be revised in the light of discussion. Based on the resources assured by the approving authorities, plan proposals are to be prioritized. After such re-prioritization so as to establish a link between what is proposed and the extent of resources available, the plan is finalized. In order to approve the plan the authorities, who have to approve the plan and budget, do generally like to do comprehensive review of the various aspects and components of program proposals. It is therefore seen whether the plan is technically sound, financially viable and justified and administratively feasible. This is done with the help of a team of experts who discuss the plan proposals at length with the planning team. This process is known as the appraisal of plan. Thus an important aspect of plan negotiation is appraisal through which the opinion of the experts is sought about the soundness and feasibility of plan proposals before it is finally approved for implementation. Negotiation is a process by which one can bargain for more resources. If the proposals made in the plan document are justified and the planning team is able to convince the authorities it is very likely that they may get more resources. However, if the plan proposals are weak and unconvincing the chances are that they may get less amount of resources. The soundness of the proposals which constitute a plan is an important consideration influencing the amount of resources allocated

Argumentative Essay

Argumentative Essay Argumentative Essay Argumentative Essay Argumentative essay must be developed on specific arguments.   It is a must.   Argumentative essay can be based on your personal opinion; however, it will be weak if you do not provide specific examples supporting your point of view.   From the first lines of your argumentative essay, your position on the discussed issue should be clear to the reader.   Nevertheless, it does not mean that you should not mention an opposite opinions.   On the contrary, your argumentative essay should include specific references to other side of the debate.   Writing an argumentative essay about smoking ban, for example, you should definitely think about both sides of the argument, choose the one you support, explain why it is right as well as mention why the other side is wrong.   If you use secondary sources (articles, journals, books, and the Internet), you must give a credit to the author - do not forget to cite everything you use! Writing an Argumentative Essay Writing an essay you must avoid plagiarism!   Your argumentative essay must be written in your own words.   Take into account that paraphrasing is the same as plagiarism!   Plan your time wisely to avoid rush.   It is possible to write a good argumentative essay overnight for an experienced writer; but it is hardly achievable for an average student.   Thus, give yourself at least a couple of days to write, structure, and revise your argumentative essay.   Do not forget about argumentative essay editing - ask your friend or a parent to read your essay aloud. Does it sound convincing?   Does it flow logically? Argumentative Essay Writing Every step of argumentative essay writing must be carefully reviewed.   You cannot simply submit an essay without even reading it for the second time.   Usually, there are many mistakes you may not have noticed. For example, you had an idea in mind but did not express it clearly or omitted the word.   Such mistakes are not very serious but they will definitely affect your grade negatively.   Ordering custom writing service, you receive perfect argumentative essay written by experienced writer.   You may ask for revisions and amendments as many times as you want.   Argumentative essay is very interesting to write but it becomes a real challenge if you do not know how to start writing it.

Employee motivation Essay Example | Topics and Well Written Essays - 500 words

Employee motivation - Essay Example This is because the workers feel safe in an environment that is tightly controlled by management. On the other hand, theory Y workers are self-motivated to perform their job responsibilities to the best of their abilities. For these workers, their work is simply an extension of themselves. If they perform poorly in the workplace, then they feel that it reflects badly on them as a person. In business organizations that contain many employees of this type, very little instruction is required from top management because the employees are naturally motivated to perform their tasks and use creative thinking to do so. No matter which type of employees an organization deals with, there needs to be incentives offered that will encourage employees to strive to do their best. An individual goal for an employee could be a bonus depending on how many sales they make in a month. For employees who are not involved in the sales department, this could be translated as how many units of production they do. The added figure to their salaries would be a small percentage based on their work output. Another way could be to offer a promotion if they meet certain company goals. This could be by assigning them to be a manager of a new franchise or factory. Quite naturally, this would result in an increase of pay. For the organization as a whole, the employees can receive a rise in salary based on the total output of the firm. This encourages employees to work well together because it will affect everyone if there is conflict in the workplace. For organizations with a diverse group of employees, the advantage is two-fold: the employees are handsomely compensated for their work, while the total output of the firm increases due to there being less conflict among employees. However, there would need to be an appropriate measure to judge whether some employees are not performing as they should. Any group-based reward system needs to have checks and balances so that no one is

Critical Analysis of Turkey's Accession to the European Union Research Paper

Critical Analysis of Turkey's Accession to the European Union - Research Paper Example This essay will involve significant barriers and issues that have stood in the way of Turkey like human rights, law and other reforms they need to undertake. After this, the paper will try to predict the possibilities of EU entry for Turkey. The origins of the European Union can be traced back to the 1951 Treaty of Paris which established the European Coal and Steel Community. This came after the lack of cooperation and the alignment of old enemies in Europe had culminated in the two World Wars. The Second World War saw the utter destruction of the most civilized continent on the planet. The subsequent formation of the United Nations with the view of promoting human rights and global security formed the framework which gave the impetus for cooperation between nations in sub-regions. This paper stresses that the European Union is a supranational organization which is meant to build a common future for its member states through the coordination of policies within these nations. The European Union focuses on International Economic Integration of member states and this is done through free trade, customs unions, common markets and economic unions. The European Union is made up of people with majorities that are linguistically Indo-European and religiously Christians . Only Estonia is the nation that does not have these two features in its majority population. The enlargement of the European Union is done on a case-by-case basis. ... ean Union focuses on International Economic Integration of member states and this is done through free trade, customs unions, common markets and economic unions5. The primary goal or finalite politique of the European Union is to create a Federal Europe committed to welfare, security and prosperity to its member states and citizens6. This implies that the European Union is mainly focused on promoting important changes in the social and economic well being through the sharing of commonalities and the promotion of trade and other activities that promote wealth generation and economic growth. Culturally, the European Union is made up of people with majorities that are linguistically Indo-European and religiously Christians7. Only Estonia is the nation that does not have these two features in its majority population8. Entry to the European Union Although Turkey has strong connections to the European Union in both the historical and geographical sense, it is officially not a member of the European Union. This is because there are some important entry rules that all aspiring nations need to adhere to. Turkey's position on this subject wavers and they have to adjust to meet most of them. Traditionally, the enlargement of the European Union is done on a case-by-case basis9. This is because before a member state joins, members in good standing will need to examine their status and acceptability before granting them the right to accede into the Union. A notable case is that of the United Kingdom which had its application for membership vetoed by Charles de Gaulle's France on several occasions. However, in the case of the Central and Eastern European Countries (CEECs), the extension was done through a systematic approach where a group of aspiring member states were given some

How can Bulgaria sustain its intellectual capital Essay Example for Free

How can Bulgaria sustain its intellectual capital Essay The entrepreneurship success of a country can be borne through investment in intellectual capital but its sustainability depends mainly on political and economic factors. Bulgaria is one country with a lush intellectual capital featured through valuable capabilities of individuals and enterprises. Worth noting is that entrepreneurship is a tool for wealth creation that benefits both the individuals and the country. For instance, the US is known for its entrepreneur-friendly environment that encourages growth of small businesses for wealth creation. Bulgaria also needs to seek ways through which it can sustain its intellectual capital for further entrepreneurship stimulation and subsequent wealth creation. The purpose of this dissertation is to compare Bulgaria to Sweden (a country in the Nordic region) and the UK (a country in Western Europe) in terms of entrepreneurial success. Importantly, economical and political factors that affect entrepreneurship in these regions are discussed and a reference is made on the US Silicon Valley’s entrepreneurship stimulating strategies. The main aspects that the article considers include the education system, fiscal stimulus and immigration in relation to entrepreneurship. Bulgaria: Brief Background Bulgaria, a lower-middle income nation is situated in the Eastern Europe and currently faces a transitional economic period with growth expectations (Manolova, et al. 2007; Georgieva, 1999; Emerson, 2005) and establishment of a civil society. The country orients towards adopting a market economy and democratic institutions, and therefore human capital acquisition is vital for this process. Buckwalter (1995) asserts that leaders in Bulgaria and the Eastern Europe at large face a dilemma between the need to increase massive production and wealth, and to align this with political, economical and humanitarian agendas. For over 40 years from the 1940s to 1989, the Communism rule ignored the private sector of Bulgaria’s economy and market liberalization and economic and institutional reforms were only realized in the 1990’s after the Berlin Wall’s fall (Manolova et al. 2007 ). Bulgaria is therefore transiting from the centrally planned Soviet-kind Communism that enhanced spatial egalitarianism to a market economy characterized by several entrepreneurial ventures Furthermore; the education sector in Bulgaria has since invested in intellectual capital where industrious youth are encouraged to attend schools to study entrepreneurship. Importantly, most of the higher education institutes for instance Sofia University, incorporated comprehensive entrepreneurship studies in their curricular (Nikolava, 2006). According to Buckwalter (1995) possibility of economic inequality in the region is possible because of various entrepreneurship activities in Bulgaria. Nikolaeva (2006), however, sees the practice as an adjustment of Bulgaria to the market and the Europe but at the same time a preservation of Bulgaria’s national identity. Impact of political, economic and academic factors on entrepreneurship in Bulgaria The abrupt yet peaceful political transition from Communist’s rule to coalition government rule, under a parliamentary democracy after independence, stimulated business law changes in Bulgaria (Buckwalter, 1995) and entrepreneurship emerged. However, as expected of a transitional economy, resources deficiencies especially in terms of finance (Manolova et al. 2007), limits the expression of intellectual capabilities through business and wealth creation. Communists included both a social and spatial sense egalitarianism ideology when planning for goals. Central economic planning entailed industrial spatial dispersion which however encountered prolonged inefficiencies that related to the administration and the infrastructure. Additionally, goal geared towards spatial dispersion conflicted with those of effective resources use and hence tampered with increased production (Buckwalter, 1995). As much as spatial inequality prevailed in the later decades of the Communism rule, Buckwalter (1995) suggests that the first two decades of the Communist rule experienced a proportionate regional equality when the 1952 index of per capita retail sales is an evidence to go by. The Communism rule however, led to the diminished primacy of Sophia, the largest Bulgarian city, while medium-sized cities received relative gains due to population shifts from Sophia. This is suspected to be as a result of government policies that imposed standard employment and income distribution based on relative egalitarian ideology. The economic activities were therefore dispersed and urbanization became rampant with that of Sophia declining to almost equalize with that of other cities. However in the final Communist era, regional inequality prevailed when capital fund distribution in cooperative enterprise and the states were unequally distributed and Sophia almost doubled the Rousse per capita investment. Buckwalter (1995) asserts that northern and central cities of Bulgaria were less favored compared to cities like Varna, Bourga and the Black Sea districts. Buckwalter (1995) assumes that these activities occurring in the Communists’ era alleviated the regional inequality in Eastern Europe but efforts to eliminate them resulted to an alteration of economic activities distribution and hence leading to regional equality. However, Buckwalter (1995) assures that the fall of Communism led to the resurgence of regional inequality in Eastern Europe and especially contributed by Bulgaria where immense entrepreneurial activity is taking place in the region. In the effort to bring about social and economic change in this transiting economy, universities are enforced with the responsibility of imparting intellectual capital to students, and transformation of the higher education models began in 1990 with institutional reforms (Georgieva, 1999). In the market conditions of the Communism era, Totalitarianism University models were enhanced to provide graduates who fit in the job functions of the centrally planned conditions of the economy. The totalitarian university institutions entailed limited specialization and rigid differentiation, focusing mainly on technology and engineering. Nikolaeva (2006) confirms that politicization of academic institutions isolated them from networking at international levels. However, with new competitive market conditions that prevail in current Bulgaria, the academic sector is under pressure to provide graduates who can fit in social capital development ventures. The current higher education models showcase complexities and are diversified to incorporate missions that reflect knowledge advancement through professional competencies provision in various disciplines. According to Nikaloeva, (2006) the quest for social and economic liberation led to an increased valuation of education among the Bulgarians and young industrious citizens were sent to Europe’s recognized institutions through funds raised voluntarily in the community. Changes that occurred in Bulgaria’s higher education system which encouraged market liberalization include the lifting of Communists’ ideologies and depoliticization of university curricula, a comprehensive investment in research and humanities entailed with newer classification systems of credentials, expansion and increase of the institutions as well as aligning and harmonizing them with international standards. Manolova et al. (2007) applies the expectancy theory to indicate the economic growth expectations of Bulgaria. Outside advice, networking and perceived benefits are some of the outlined aspects thought to promote the entrepreneur spirit in the region. Manolova et al. (2007) indicate that private businesses were legalized in Bulgaria in 1988 and the number of nascent entrepreneurs rose in the 1990s to about 5 percent of the adult population and therefore catching up with that of the developed nations. Entrepreneurship practiced by small to medium-sized private firms in Central Europe accounts for about 50 to 60 percent of the GDP just like in the industrialized western countries (Manolova et al. 006). Bulgaria has therefore a chance to benefit from entrepreneurship since it has been cited as the core instrument for job creation, wealth production and social change (Nikolaeva, 2006; Manolova et al. 2007; Georgieva, 1999). However, the growth and sustenance of Bulgaria’s intellect capital in enterprises depends on public policy aspects and managerial concerns. Buckwalter (1995) points out that concerning location decision of firms, entrepreneurs in Bulgaria need to shift from motivated planners who are ideological to motivated planners who are market owners or managers. Before discussing the measures that Bulgaria needs to do put in place to sustain its intellectual capital, the entrepreneurial success of Sweden and the UK will be discussed. Enterpreneual Success of Sweden (Nordic Region) Norm entrepreneurship in the Nordic region is a foreign policy that gives the small Nordic states power to involve in international politics (Bjorkdahl, 2007). Sweden and other countries in the Nordic region are recognized globally from entrepreneurship and are likely to be given a platform to comment on issues affecting the international politics arena, based on this. This is in contrast to Bulgaria, who, despite of eminence in entrepreneurship, is not considered influential in international matters. This can be argued from the fact that the prominent Communism era detached Bulgaria from the rest of the Europe region. Bjorkdahl, (2007) argues that Sweden does not possess a high amount of natural economic and military resources enough to influence international phenomenon like peace but Sweden does this through political capital, norm building ability and moral authority that prevails in the country. Government policies, state involvement and economic policies determine the entrepreneurial success of a country. According to Parker, (2006), comparative economic has currently shifted from outcomes on macroeconomic levels to focus on knowledge and innovation. Therefore, entrepreneurial success is possible with a high intellectual capacity. However, Parker (2006) cites Sweden as a country whose regulatory environment nature, institutional infrastructure and politics discourage the entrepreneurship culture. Sweden however is economically famous for possession of large firms. Sweden’s domestic compensation policy entails market liberalism where international economic policies influence the changes in the domestic economy structure. The advantage of Sweden over Bulgaria is that Sweden’s market economy is highly coordinated but critics argue that the coordination results from arrangements that are non- market and non- institutionalized (Parker, 2006). Although not as low as Bulgaria, Sweden also has low number of employees in the firms. It can be argued that Sweden’s entrepreneurship is more organized as compared to that of Bulgarians but entrepreneur support is less exhibited. High taxation practices and rigid taxation rules are some of the practices that hinder entrepreneurship in Sweden. Instead, large scale firms in Sweden have policies of maintaining employees and stakeholders through stock options. This kills the morale of entrepreneurship because the employees still benefit even when they have not contributed to innovation and technological advancement of the country. In Sweden and the Nordic region at large, the entrepreneur takes all the risk when starting a business, a factor that brings fear to hardworking entrepreneurs who feel that trends in the international economy may affect their firms negatively. When compared to an established entrepreneur culture like that of the Silicon Valley in the US, the venture capital that Sweden grants to the entrepreneurs is very limited. Moreover, university students in Sweden find entrepreneurial careers to be less lucrative and therefore get involved more on the white collar jobs, no wonder the large scale firms establishment. This is as opposed to the US where most university students are likely to venture in entrepreneurship with full support from the government (Cook, Joseph, 2001). Bulgaria seems to be more likely to be successful in the entrepreneurship economy when the education system is considered, but it needs firmer support from the political and economic policies. The Silicon state in the US therefore serves as a better example of how entrepreneurship is supported for individual development and wealth creation. The United Kingdom (Western Europe) Entrepreneurship spans the creation and transmission of knowledge which can lead to individual wealth creating ventures or partnership of knowledge bearers who work together for the same involvement. According to D’Este and Fontana (2007), several higher education institutes in the UK have started to incorporate and support entrepreneurship careers in their curricular. This is because entrepreneurship has been associated with increased and improved innovations and technology advancement, which are promoted when industries and universities collaborate. However, Thurik (2003) relates the high unemployment rates experienced in the UK to lack of entrepreneurship and inadequate industrial infrastructure and attributes the reduced employment rates in the period of 1980s to 1990s to entrepreneurship. The UK has therefore had a shift from entrepreneurial culture, to non enterprising and again back to enterprising because of the perceived benefits. Davenport, (2006) points to the need for technological innovations and changing market environments as the driving factors behind entrepreneurship in the UK today. However, just like in the Nordic region, entrepreneurship in the UK is considered is considered mostly as an informal venture and less likely to receive support from established political and economic policies as well as reduce motivation for those aspiring to be entrepreneurs. UK identifies the importance of entrepreneurship but has been slow in its full support (Branback, 2008). For the creation of entrepreneurial firms that can turn out as successful as those of the Silicon Valley, government support is needed as well as education systems that motivate enterprising (Hildebrand, 2005; Maliraja, 2003).

death of a salesman Essay -- essays research papers

In the play, Death of a Salesman by Arthur Miller, Linda Loman’s character is viewed differently by many people. Some critics have seen Linda as a â€Å"controlling mother figure† who is actually the one to blame for this failure of both her sons and her husband. In this report I will defend this view citing specific examples from the play. Linda was undoubtedly the only one in control throughout the play. I believe that Linda tried to be a good mother and wife but she did not really know what she was doing. At the very beginning of the book we see that Willy, on his way to Boston, has come home because he was unable to concentrate on the road. And just as he was beginning to figure out why, she took his mind off the subject by suggesting that the problem was with the car’s steering and not with him. â€Å"Oh. Maybe it’s the steering again. I don’t think Angelo knows the Studebaker.†. And again: â€Å"Maybe it’s your glasses. You nev er went for your new glasses.†. By repeatedly doing this throughout the play Linda keeps Willy from facing the truth about himself. Also Linda gives Willy undeserved compliments, agreeing with him on his looks and ambition.; meanwhile, he has no true ambition. This causes Willy to build himself up into a great man. Another example of this is when Willy goes to see Howard Wagner about getting a job at home or at least close to home. While we realize how unlikely it is that Willy will get his wish, Willy does not realize this and Linda, who I believe is smart eno...

Advantage and Disadvantage Democracy Essay

I went to Shannon Vile for a special holiday. I stayed there for two days. In the last day of my trip, I went to the beach again. The view of the sea was extremely beautiful. I walked alone along the beach to absorb the fresh air from the sea. The beach was absolutely beautiful and had a lot of brilliant people on the beach. Some people played volleyball and some people walked along the beach like me. When I reached a small coffee shop, I felt thirsty.In the coffee shop had a lot of people, but among them had a beautiful lady who wore a red hat and black glasses. She sat alone and watched a photo. When I came next to her, I found that the person on the photo was me. I wondered why she got my photo. At first, I thought that she was my friend. When I saw her face, I knew clearly that she was not my friend. I asked her why she got this photo. She said that she got it when she walked along the street and it was on her way, so she picked it up. She was very friendly. We had a conversation for hours.She had many things in common with me. We had fun together and she said that it was a hilarious that she has never met before. We felt delighted and enjoyed our talking in the beautiful beach. Since then, she became my best friend and we have good relationship with each other until present time. Experience of Being Alone In the Forest Last month, I had a Journey to the forest. I went there alone and I brought some foods with me. To reach the middle of the forest took about two hours. I felt extremely exhausted. When I reached the middle of the forest, I decided to have a top.The landscape In the forest was wonderful and there were many big trees. I had lunch alone in the forest and I took a nap for ten minutes after the lunch time. After taking a nap, I read a book. The title of the book was â€Å"Watch Out of the BeÐ’Â «. When I read this book, I knew some strategies to protect myself from the bears. I came into the forest because I wanted to have a brilliant experi ence of being alone in the forest. I was reading and eating at the same time. While I was reading, I heard a strange sound behind me. I looked around but I did not see anything.I only saw the big trees surround me. I continued my reading for five minutes. I heard the strange sound again. Immediately, I turned back and I saw a big bear behind me. It seemed like a cruel bear. I felt nervous and I did not know how to do. The big bear wanted to attack me, but I tried my best to escape from this bad situation. I ran and screamed without turning back to find the safety place that the bear could not find. After that I knew that I had left my leather bag and everything there. So after this event, I have

An Overview of Project Finance and Infrastructure

In the United States s alone, firms financed d S 19 billion o of capital expo punctures using project finance loans and bonds in n 2009, down n from $39 billion in 2008 and $47 billion n in 2007. The he economic crisis, which h began as a housing h crisis in the U. S. In n 2007 and SP bread globally y in 2008 and d 2009, froze g global capita al markets, cue retailed bank k lending, and d dramatically reduced p project finance lending. Of or this reason n, it makes sense to look k back at 2007, when thee credit mark sets were pop pen and liquid did, to understand the relative import once of project finance.In the U. S. , firm ms financed $447 billion of capital expense indentures using g project final once in 2007-?much less the Han the $1 , 1 266 billion corp. orate bond m market, the $9 44 billion MO Ortega-backed security market, the $8898 billion asset-backed security market, and the $3 359 billion tax x-free municipal bond ma racket. Yet com marred to fin Nanning much humanism f or new or start-u up companies, the $47 billion invested in project companies w was larger the Han the $46 b raised d through initial public offerings (IPSO) and the $332 billion NV vested in new w firms by venture al funds. Private-sector firms have historically used project fin nuance for mind distrust projects such as m mines, pipelines, and oil fields. Begin inning in the early asses, h however, privy ate firms also began financing infrastructure projects such ass toll roads, power plants, and telecoms immunization NSA systems. B More recently, in the 20 Coos, private firms have begun to fin nuance social infrastructure projects us such as shoo Owls, hospitals, and prisons.Studies on economic development find d that infrastructure investment is associated with as much as one-for-one percentage increases in g gross domestic product (G GAP), though GHz recent stud dies indicate that every dollar d of increased infrastructure spend ending generates an a Information on some e of the se and other projects ca n be found in Benjamin C. Zesty, Modern Project Finance: A C Casebook (New Jersey: Wiley, 200 04). B The infrastructure sector includes WA eater, transportation, electricity, n natural gas, and d telecommunications projects.In n these types of o projects the users of the project or the buyers off the output or eservice are typically individuals rather than companies. Professor or Benjamin C. Est. y and Senior Researcher Aledo Asses off the Global Research Group prepared this note as the basis for class discussion. Copying get 2010, 2011 President and Fellow was of Harvard College. To order copies or request perm session to reproduce materials, call 1-?800-5457685, write Harvard Busing news School Publish hinge, Boston, MA 021 63, or go to www www. Hubs. Harvard. Deed/educators.The his publication may y not be digitized d, photocopied, or otherwise reproduce cued, posted, or trans insisted, without the permission Of H Harvard Business S School. This document is authorized for use only by Bogie Ghana in Financial Management taught by Seward, at University of Wisconsin – Madison from January 201 5 to July 2015. 210-061 An Overview of Project Finance and Infrastructure Finance-? 2009 update increase of $1. 59 in GAP. Country-specific studies of development find that inadequate infrastructure severely hinders economic growth.For example, insufficient or irregular power supply reduces GAP by 1% to 2% in India, Pakistan, Colombia, and Uganda. 3 Despite the growing demand and opportunities for private-sector involvement in building infrastructure, private firms still provide only a small fraction of the total amount invested, which is a small fraction of the total project demand. Indeed, many governments have announced multimillion-dollar stimulus packages with a heavy emphasis on infrastructure spending as a way to stimulate growth during the current lobar recession.

Post Secondary Education for Adults Returning to Study Essay Example

Post Secondary Education for Adults Returning to Study Essay Example Post Secondary Education for Adults Returning to Study Essay Post Secondary Education for Adults Returning to Study Essay Essay Topic: Adults  ²f à ³Ãƒ ®urà ¥ n dult whà ®  ³s à ±Ãƒ ®ns ³dà ¥r ³ng post secondary à ¥duà ±t ³Ãƒ ®n nd gà ®Ã‚ ³ng bà ±k tà ® à ±Ãƒ ®llà ¥gà ¥, whà ¥thà ¥r  ³ts tà ® rà ¥m ³n à ±Ãƒ ®mà °Ãƒ ¥t ³t ³và ¥  ³n à ³Ãƒ ®ur f ³Ãƒ ¥ld, dvnà ±Ãƒ ¥  ³n à ³Ãƒ ®ur à ±rà ¥Ãƒ ¥r à ®r là ¥rn nà ¥w sk ³lls, à ³Ãƒ ®urà ¥ nà ®t là ®nà ¥.  ²ts à ¥st ³mtà ¥d tht rà ¥Ãƒ ±Ãƒ ®rd 21.8 m ³ll ³Ãƒ ®n studà ¥nts rà ¥ ttà ¥nd ³ng mà ¥r ³Ãƒ ±n à ±Ãƒ ®llà ¥gà ¥s nd un ³và ¥rs ³t ³Ãƒ ¥s th ³s fll nd rà ®ughlà ³ 8.7 m ³ll ³Ãƒ ®n à ®f thà ¥m rà ¥ à ®ldà ¥r studà ¥nts, gà ¥s 25 nd uà °. Dà ¥tà ¥rm ³n ³ng hà ®w tà ® blnà ±Ãƒ ¥ wà ®rk, fm ³là ³, à °Ãƒ ¥rsà ®nl à °ss ³Ãƒ ®ns nd à ®thà ¥r grà ®wnuà ° dà ¥mnds w ³th à ±Ãƒ ®llà ¥gà ¥ à ±Ãƒ ®ursà ¥s à ±n bà ¥ à ±hllà ¥ng ³ng fà ®r dults whà ® rà ¥turn tà ® sà ±hà ®Ãƒ ®l. nà ®thà ¥r à ±hllà ¥ngà ¥ fà ®r mnà ³  ³s dà ¥tà ¥rm ³n ³ng hà ®w tà ® à °Ãƒ ³ fà ®r thà ®sà ¥ à ±rà ¥d ³ts rà ¥grdlà ¥ss à ®f whà ¥thà ¥r à ³Ãƒ ®urà ¥ st ³ll wà ®rk ³ng nd à ¥rn ³ng  ³nà ±Ãƒ ®mà ¥, rà ¥turn ³ng tà ® sà ±hà ®Ãƒ ®l duà ¥ tà ® là ³-à ®ff à ®r à ±hà ®Ãƒ ®s ³ng tà ® tkà ¥ brà ¥k  ³n à ³Ãƒ ®ur à ±rà ¥Ãƒ ¥r. Ã’hà ¥ gà ®Ãƒ ®d nà ¥ws  ³s tht thà ¥rà ¥ rà ¥ vr ³Ãƒ ¥tà ³ à ®f rà ¥sà ®urà ±Ãƒ ¥s v ³lblà ¥ tà ® à ³Ãƒ ®u. s à ³Ãƒ ®u là ®Ãƒ ®k t wà ³s tà ® mkà ¥  ³t ll wà ®rk, hà ¥rà ¥ rà ¥ fà ¥w stà ¥Ãƒ °s à ³Ãƒ ®u mà ³ tkà ¥:  · Ã’h ³nk th ³ngs thrà ®ugh Whà ¥thà ¥r à ³Ãƒ ®u à °ln tà ® stà ³  ³n à ³Ãƒ ®ur à ±rà ¥Ãƒ ¥r f ³Ãƒ ¥ld à ®r tà ® à ¥ntà ¥r nà ¥w à ®nà ¥, à ±rà ¥fullà ³ rà ¥sà ¥rà ±h wht à ³Ãƒ ®u à ±n à ¥Ãƒ µÃƒ °Ãƒ ¥Ãƒ ±t tà ® mkà ¥.  ½trt bà ³ us ³ng n à ®nl ³nà ¥ slrà ³ à ±là ±ultà ®r fà ®r bllà °rk slrà ³ f ³gurà ¥s  ³n à ³Ãƒ ®ur gà ¥Ãƒ ®grà °h ³Ãƒ ±l rà ¥g ³Ãƒ ®n. Dà ®Ã‚ ³ng sà ® à ±n hà ¥là ° à ³Ãƒ ®u mkà ¥ rà ¥l ³st ³Ãƒ ± à ±hà ®Ã‚ ³Ãƒ ±Ãƒ ¥s à ®n hà ®w tà ® à °Ãƒ ³ fà ®r à ³Ãƒ ®ur à ¥duà ±t ³Ãƒ ®n nd à ¥nsurà ¥ tht à ³Ãƒ ®u dà ®nt sà °Ãƒ ¥nd mà ®rà ¥ thn à ³Ãƒ ®u à ±n à ±Ãƒ ®mfà ®rtblà ³ ffà ®rd.  ²f à ³Ãƒ ®u à ±hà ®Ãƒ ®sà ¥ tà ® usà ¥ là ®ns tà ® à °Ãƒ ³ tu ³t ³Ãƒ ®n,  ³t mà ³ bà ¥ gà ®Ãƒ ®d à °rà ±t ³Ãƒ ±Ãƒ ¥ tà ® bà ®rrà ®w ssum ³ng tht à ³Ãƒ ®ur slrà ³ wà ®nt  ³nà ±rà ¥sà ¥ s ³gn ³f ³Ãƒ ±ntlà ³ sà ® tht nà ³ à °Ãƒ ³  ³nà ±rà ¥sà ¥ à ³Ãƒ ®u dà ® g ³n à ±n fund f ³nnà ±Ã‚ ³l gà ®ls à ®thà ¥r thn à °Ãƒ ³Ã‚ ³ng bà ±k là ®ns.  · Là ®Ãƒ ®k t à ³Ãƒ ®ur tà ®tl à ¥Ãƒ µÃƒ °Ãƒ ¥nsà ¥s lthà ®ugh à ³Ãƒ ®u mà ³ nà ®t hvà ¥ à ±mà °us hà ®us ³ng à ±Ãƒ ®sts, à ³Ãƒ ®u à ±Ãƒ ®uld  ³nà ±ur à ®thà ¥r à ¥duà ±t ³Ãƒ ®n-rà ¥ltà ¥d à ¥Ãƒ µÃƒ °Ãƒ ¥nsà ¥s suà ±h s tà ¥Ãƒ ±hnà ®là ®gà ³ fà ¥Ãƒ ¥s, trnsà °Ãƒ ®rtt ³Ãƒ ®n nd à °rk ³ng à ®r à ±h ³ldà ±rà ¥. Ã’lk w ³th n dm ³ss ³Ãƒ ®ns à ±Ãƒ ®unsà ¥là ®r tà ® sà ¥Ãƒ ¥ wht à ±Ãƒ ®sts à ³Ãƒ ®u shà ®uld nt ³Ãƒ ±Ã‚ ³Ãƒ °tà ¥ nd whà ¥thà ¥r thà ¥Ãƒ ³ hvà ¥ sà ¥rv ³Ãƒ ±Ãƒ ¥s à ®r à °rà ®grms tht à ³Ãƒ ®u mà ³ tkà ¥ dvntgà ¥ tà ® hà ¥là ° w ³th thà ¥sà ¥  ³nà ±Ã‚ ³dà ¥ntls.  · à °Ãƒ °là ³ fà ®r fà ¥dà ¥rl  ³d Fà ¥dà ¥rl  ½tudà ¥nt  ³d, à °rt à ®f thà ¥ U. ½. Dà ¥Ãƒ °rtmà ¥nt à ®f Ã…duà ±t ³Ãƒ ®n,  ³s thà ¥ lrgà ¥st à °rà ®v ³dà ¥r à ®f studà ¥nt f ³nnà ±Ã‚ ³l  ³d  ³n thà ¥ nt ³Ãƒ ®n. F ³nnà ±Ã‚ ³l  ³d  ³snt  ¼ust fà ®r f ³rst t ³mà ¥ studà ¥nts.  ²t à °rà ®v ³dà ¥s grnts, là ®ns nd wà ®rk-studà ³ funds tà ® qul ³f ³Ãƒ ¥d studà ¥nts ttà ¥nd ³ng à ±Ãƒ ®llà ¥gà ¥ à ®r à ±rà ¥Ãƒ ¥r sà ±hà ®Ãƒ ®l. Ã’Ã ® là ¥rn mà ®rà ¥ à ®r tà ® à ±Ãƒ ®mà °là ¥tà ¥ thà ¥ Frà ¥Ãƒ ¥ à °Ãƒ °l ³Ãƒ ±t ³Ãƒ ®n fà ®r Fà ¥dà ¥rl  ½tudà ¥nt  ³d (FF ½) fà ®rm, v ³s ³t ffs.à ¥d.gà ®v. ?à ¥Ãƒ ¥Ãƒ °  ³n m ³nd tht sà ®mà ¥ f ³nnà ±Ã‚ ³l  ³d  ³s wrdà ¥d à ®n f ³rst-à ±Ãƒ ®mà ¥, f ³rst-sà ¥rvà ¥ bs ³s, sà ®  ³ts bà ¥ttà ¥r tà ® à °Ãƒ °là ³ sà ®Ãƒ ®nà ¥r thn ltà ¥r.  ·  ½Ãƒ ¥rà ±h fà ®r sà ±hà ®lrsh ³Ãƒ °s Yà ®u mà ³ bà ¥ surà °r ³sà ¥d tà ® là ¥rn tht mnà ³ sà ±hà ®lrsh ³Ãƒ ° à °rà ®grms dà ®nt hvà ¥ n uà °wrd gà ¥ l ³m ³t. Whts mà ®rà ¥, thà ¥rà ¥ rà ¥ sà ±hà ®lrsh ³Ãƒ °s sà °Ãƒ ¥Ãƒ ±Ã‚ ³f ³Ãƒ ±llà ³ fà ®r dult studà ¥nts. lsà ® à ±Ãƒ ®ns ³dà ¥r tlk ³ng w ³th à ³Ãƒ ®ur à ¥mà °là ®Ãƒ ³Ãƒ ¥r nd sà ±hà ®Ãƒ ®l dm ³ss ³Ãƒ ®ns à ±Ãƒ ®unsà ¥là ®r à ®r à °rà ®grm d ³rà ¥Ãƒ ±tà ®r tà ® f ³nd à ®ut whà ¥thà ¥r à ³Ãƒ ®u qul ³fà ³ fà ®r nà ³ sà ±hà ®lrsh ³Ãƒ °s, d ³sà ±Ãƒ ®unts à ®r tu ³t ³Ãƒ ®n rà ¥Ã‚ ³mbursà ¥mà ¥nt à °rà ®grms thà ¥Ãƒ ³ à ®ffà ¥r.  ²f à ³Ãƒ ®uvà ¥ bà ¥Ãƒ ¥n l ³d à ®ff, à ±hà ¥Ãƒ ±k w ³th à ³Ãƒ ®ur fà ®rmà ¥r à ±Ãƒ ®mà °nà ³s à R dà ¥Ãƒ °rtmà ¥nt tà ® f ³nd à ®ut  ³f thà ¥Ãƒ ³ w ³ll dd à ¥duà ±t ³Ãƒ ®n à ®r rà ¥tr ³n ³ng bà ¥nà ¥f ³ts tà ® à ³Ãƒ ®ur sà ¥và ¥rnà ±Ãƒ ¥ à °Ãƒ ±kgà ƒ ¥.  · Dà ¥tà ¥rm ³nà ¥  ³f à ³Ãƒ ®u qul ³fà ³ fà ®r tà µ à ±rà ¥d ³ts Ã’hà ¥rà ¥ rà ¥ twà ® tà µ à ±rà ¥d ³ts tht mà ³ bà ¥nà ¥f ³t à ³Ãƒ ®u. Ã’hà ¥ f ³rst, thà ¥ mà ¥r ³Ãƒ ±n ÃŽÃ °Ãƒ °Ãƒ ®rtun ³tà ³ Ã’Ã µ Ñrà ¥d ³t, à ±urrà ¥ntlà ³ à ®ffà ¥rs uà ° tà ® $2,500 à ®f thà ¥ à ±Ãƒ ®st à ®f tu ³t ³Ãƒ ®n, fà ¥Ãƒ ¥s nd à ±Ãƒ ®ursà ¥ mtà ¥r ³ls à °Ã‚ ³d dur ³ng thà ¥ tà µblà ¥ à ³Ãƒ ¥r fà ®r à ¥Ãƒ ±h à ®f thà ¥ f ³rst fà ®ur à ³Ãƒ ¥rs à ®f à °Ãƒ ®st-sà ¥Ãƒ ±Ãƒ ®ndrà ³ à ¥duà ±t ³Ãƒ ®n (wh ³là ¥ à ¥nrà ®llà ¥d t là ¥st à °rt-t ³mà ¥). lsà ®, 40 à °Ãƒ ¥rà ±Ãƒ ¥nt à ®f thà ¥ à ±rà ¥d ³t (uà ° tà ® $1,000)  ³s rà ¥fundblà ¥ fà ®r qul ³fà ³Ã‚ ³ng tà µÃƒ °Ãƒ ³Ãƒ ¥rs à ¥và ¥n  ³f à ³Ãƒ ®u à ®wà ¥ nà ® tà µ. Ã’hà ¥ sà ¥Ãƒ ±Ãƒ ®nd, thà ¥ L ³fà ¥t ³mà ¥ Là ¥rn ³ng Ñrà ¥d ³t, à ®ffà ¥rs uà ° tà ® $2,000 à °Ãƒ ¥r rà ¥turn tà ® stud à ¥nts whà ® rà ¥ tk ³ng à ®nà ¥ à ®r mà ®rà ¥ à °Ãƒ ®st-sà ¥Ãƒ ±Ãƒ ®ndrà ³ à ¥duà ±t ³Ãƒ ®n nd à ±Ãƒ ®ursà ¥s tà ® à ±qu ³rà ¥ à ®r  ³mà °rà ®và ¥  ¼Ãƒ ®b sk ³lls. Fà ®r hà ¥là ° dà ¥tà ¥rm ³n ³ng à ³Ãƒ ®ur à ¥l ³g ³b ³l ³tà ³, nd fà ®r  ³nfà ®rmt ³Ãƒ ®n bà ®ut à ®thà ¥r à ¥duà ±t ³Ãƒ ®n-rà ¥ltà ¥d tà µ bà ¥nà ¥f ³ts, v ³s ³t  ³rs.gà ®v.  ·  ½Ãƒ ¥t uà ° 529 à °ln 529 à °ln  ³s n à ¥duà ±t ³Ãƒ ®nl sv ³ng à °ln à ®Ãƒ °Ãƒ ¥rtà ¥d bà ³ sttà ¥ à ®r à ¥duà ±t ³Ãƒ ®nl  ³nst ³tut ³Ãƒ ®n. Dà ¥s ³gnà ¥d tà ® hà ¥là ° fm ³l ³Ãƒ ¥s sà ¥t s ³dà ¥ funds fà ®r futurà ¥ à ±Ãƒ ®llà ¥gà ¥ à ±Ãƒ ®sts, thà ¥sà ¥ à °lns rà ¥nt à ®nlà ³ fà ®r à ³Ãƒ ®ung studà ¥nts: thà ¥Ãƒ ³ rà ¥ gà ®Ãƒ ®d fà ®r studà ¥nts t nà ³ gà ¥. Dà ¥Ãƒ °Ãƒ ¥nd ³ng à ®n à ³Ãƒ ®ur s ³tut ³Ãƒ ®n, à ³Ãƒ ®u mà ³ qul ³fà ³ fà ®r sttà ¥ tà µ dà ¥duà ±t ³Ãƒ ®ns à ®r à ±rà ¥d ³ts, à ®r mtà ±h ³ng grnt à °rà ®grms w ³th ³n thà ¥ à °ln. ?à ¥Ãƒ ¥Ãƒ °  ³n m ³nd tht nà ³ là ¥ftà ®và ¥r à °ln ssà ¥ts rà ¥ gà ¥nà ¥rllà ³ trnsfà ¥rblà ¥ mà ®ng rà ¥lt ³và ¥s  ³nà ±Ãƒ ®mà ¥ tà µ frà ¥Ãƒ ¥ (nd g ³ft tà µ frà ¥Ãƒ ¥  ³f  ³n thà ¥ smà ¥ gà ¥nà ¥rt ³Ãƒ ®n). Gà ®Ã‚ ³ng bà ±k tà ® sà ±hà ®Ãƒ ®l à ±n bà ¥ và ¥rà ³ rà ¥wrd ³ng à ¥Ãƒ µÃƒ °Ãƒ ¥r ³Ãƒ ¥nà ±Ãƒ ¥, but  ³t à ±n à ±Ãƒ ®mà ¥ w ³th lrgà ¥ à °r ³Ãƒ ±Ãƒ ¥ tg. Fà ®rtuntà ¥là ³, thà ¥rà ¥ rà ¥ mnà ³ à ®Ãƒ °t ³Ãƒ ®ns fà ®r ffà ®rd ³ng sà ±hà ®Ãƒ ®l t nà ³ gà ¥. ftà ¥r dà ¥tà ¥rm ³n ³ng wht à ³Ãƒ ®ur à ¥duà ±t ³Ãƒ ®n w ³ll à ±Ãƒ ®st nd whà ¥thà ¥r à ³Ãƒ ®u qul ³fà ³ fà ®r  ³d, sà ±hà ®lrsh ³Ãƒ °s à ®r tu ³t ³Ãƒ ®n rà ¥Ã‚ ³mbursà ¥mà ¥nt, à ±Ãƒ ®nsult w ³th à ³Ãƒ ®ur f ³nnà ±Ã‚ ³l nd tà µ à °rà ®fà ¥ss ³Ãƒ ®nls. Ã’hà ¥Ãƒ ³ à ±n hà ¥là ° à ³Ãƒ ®u ssà ¥ss thà ¥ bà ¥st wà ³ tà ® à °Ãƒ ³ fà ®r à ³Ãƒ ®ur rà ¥m ³n ³ng à ¥duà ±t ³Ãƒ ®n à ±Ãƒ ®sts, whà ¥thà ¥r  ³t  ³nvà ®lvà ¥s blnà ±Ã‚ ³ng w ³th à ³Ãƒ ®ur à ±urrà ¥nt sv ³ngs gà ®ls, sà ¥tt ³ng uà ° 529 à °ln à ®r à ®thà ¥r  ³nvà ¥stmà ¥nt, à ®r tk ³ng à ®ut là ®n.

How to Make Glow in the Dark Mountain Dew

How to Make Glow in the Dark Mountain Dew Mountain Dew has a vibrant yellow-green color to it but ever thought about making it glow? Heres how you do it: Glow in the Dark Mountain Dew Materials 20-oz bottle of Mountain Dewâ„ ¢ (but any 20-oz bottle will work)Glowstick or light stickScissors or wire cuttersDishwashing liquidHydrogen peroxideBaking soda Make It Glow Pour out or drink all but a small volume of the soft drink (~1/4 inch). If your bottle is empty, add a little water.Add a squirt of dishwashing liquid.Use scissors or wire cutters to cut the glowstick.Empty the contents of the glow stick into the bottle. If the liquid wont flow you can snip the glowstick into pieces and just add the pieces to the bottle.Add 1 to 3 capfuls of hydrogen peroxide.Add a pinch of baking soda and immediately seal the bottle.Turn out the lights (if you havent already) and vigorously shake the bottle.Dont drink the contents of the bottle. Keep it out of reach of children or anyone else who might be tempted to drink the liquid. Modern glowsticks are nontoxic, but that doesnt make them good for you to eat. Similarly, dishwashing liquid is not edible. Tips Theres nothing special about Mountain Dew. In fact, you dont even need soda. The glowing red bottle was made using a bit of water, a squirt of Dawn, a broken red glowstick, a couple of capfuls of hydrogen peroxide, and a pinch of baking soda.You dont absolutely need the peroxide or baking soda either. The project works if you add a little detergent and the contents of a broken glowstick to any near-empty 20-oz bottle.However, if you add the peroxide and baking soda, you get an immediate bright glow. Enjoy the glow while you can because the chemiluminescence reaction proceeds rapidly. If you use peroxide you will notice the light starting to fade within about half a minute.Avoid contact with the contents of the glow stick. Clean off any residue from your scissors or another cutting tool. If you get any of the product on your skin, rinse it off immediately with warm soapy water.

PETCOs Essay Example | Topics and Well Written Essays - 250 words - 3

PETCOs - Essay Example This discussion highlights that the strategic move of re-privatizing will help the company in certain aspects, but it will also have bad consequences. One of the benefits of going private is that company does not have to comply with SEC regulations including the Sarbanes-Oxley Act which costs millions of dollars a year to comply with. Becoming private increases the power of the ownership team. Some of the cons of not being public are the inability to raise capital in a liquid marketplace such as the NYSE or NASDAQ. I thought that the company acted unethically and did not comply with the FDA mandate when they re-privatize because by not being public they were not obligated to comply with the demands of the FDA. Private companies are not able to build as much goodwill as publicly traded companies. The author believes that PETCO’s reputation covers its entire supply chain. When a breeder they do business with mistreats animals it reflects badly on the image of the company. The firm has to drop the supplier of help them fix the problem to comply with state regulations. The scandal associated with unsanitary conditions at a PETCO warehouse reflected on the company. The company also did not react quickly enough the fix the problems as the firm’s stakeholders expected. The company in the future has to react faster to issues that can hurt its corporate.