Swot Aol Time Warner Essays - SWOT, Strategic Management, AOL

Swot Aol Time Warner Advanced Search Preferences Language Tools Search Tips Web Images Groups Directory Searched the web for SWOT aol . Results 41 - 50 of about 1,200. Search took 0.20 seconds. AOL - Try AOL 7.0 FREE! 1000 Hours for 45 days! free.aol.com 7 E-mail Addresses, Instant Messaging and more! Try it today Sponsored Link The Guide2GiftBiz Homepage ... Well the same thing goes for your email. Lets face it - [emailprotected] or [emailprotected] just doesn't give that warm fuzzy feeling of confidence to ... www.guide2giftbiz.com/ - 24k - Cached - Similar pages [PDF] Quality News File Format: PDF/Adobe Acrobat - View as HTML ... and 3 what is called a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis ... 522-2803 or e-mail [emailprotected] . Montana Area Members Our Montana ... eastidahoasq.hypermart.net/feb_2001_newsletter.pdf - Similar pages [PDF] 9 ? ? ? ? ? ? ? ? File Format: PDF/Adobe Acrobat - View as HTML The summary for this Japanese page contains characters that cannot be correctly displayed in this language/character set. www.net.intap.or.jp/INTAP/cdn/cdn_2-9.pdf - Similar pages BA 8993/Strategic and International Management ... technical problems you are having with AOL. Please expect to give full attention ... the course. Two required tools are SWOT and Five-Force analysis. You ... www.gsu.edu/~mgtrhh/8993f01i.htm - 68k - Cached - Similar pages Read News ... Ever Onward''. E-mail Address: [emailprotected] (PUC/AUP CYBER-LINK ... School discussion, revolving around the ''SWOT'' (strengths, weaknesses, opportunities and ... www.filipinoadventist.org/community/bulletin/news.asp?SectionID=1&ArticleID=626 - 26k - Cached - Similar pages Read News ... HOLDS RETREAT by CJR Miranda IV, MD [emailprotected] ... discussion, revolving around the ''SWOT'' (strengths, weaknesses,. opportunities and threats) analysis of the ... www.filipinoadventist.org/community/bulletin/news.asp?SectionID=1&ArticleID=619 - 46k - Cached - Similar pages [ More results from www.filipinoadventist.org ] Euroseek - Roller Coasters ... first drop. http://www.coasterphotos.com/SWOT/steeleel.htm 5. Kennywood Park Roller ... its demolished predecessor. http://members.aol.com/RobbRipken/knoebel.html 7 ... webdir.euroseek.net/page.php/United+States/Lifestyle/Hobbies/ Hobbies&Interests+A-Z/Interests+Q-R/Roller+Coaster+Fans/Roller+Coasters?ct=world - 28k - Cached - Similar pages Google Directory - Business * Management * Strategy and ... Business

Whats the Standard High School Curriculum You Should Take

What's the Standard High School Curriculum You Should Take SAT / ACT Prep Online Guides and Tips Are you wondering what a typical high school curriculum looks like? Do you want to know what classes you’ll be taking as a high school student? Read this guide to learn about the standard high school curriculum, high school graduation requirements, and what classes colleges expect you to have taken. How to Find Your School's Curriculum This is a general guide to high school curricula. It was created by researching national education standards, as well as the curricula of high schools across the country. While the information below applies to many students, not all high schools teach the same courses, follow the same course sequence, or have the same curriculum requirements. Use this information as a guideline to research your own high school’s curriculum more in-depth. To find your own school's curriculum, talk to your academic adviser. You can also look on your school's website, searching for "graduation requirements", "course sequence" or something similar. Your high school's course catalog will also usually contain this information. Which Subjects Should You Take More Rigorous Courses In? In addition to explaining typical graduation requirements, each core subject in this guide includes ways to exceed basic requirements and strengthen your transcript. However, trying to go the extra mile in every subject can be exhausting and lead to you getting burned out. Because colleges appreciate depth more than breadth, concentrate on putting extra effort in the area(s) you plan to continue studying in college. For example, if you plan on majoring in a STEM (science, technology, engineering, math) field, try to follow our guidelines for exceeding expectations in your math and science classes, and worry less about taking advanced courses in English and history (although still work to get solid grades in those courses). Similarly, if you plan on majoring in something like journalism, concentrate most of your effort on taking advanced English classes and additional English electives. Also, if you are looking at attending a highly competitive college, know that most expect applicants to have taken honors or advanced classes if their school offers them, and most also require or highly recommend completing four years in each core subject (math, science, English, and social studies). Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Standard High School Curriculum Below is information on the typical classes a high school student will be expected to take, organized by subject. Each subject includes classes that are required to graduate high school, classes colleges expect students to have taken, and suggestions for ways to impress by going beyond these expectations. English Requirements: Four years of English are required to graduate high school. Freshman and Sophomore years: Classes during these years will be primarily focused on developing writing and critical reading skills. Junior year: This year will focus on American literature, as well as continued development of writing skills. Senior Year: Electives Possible electives include British literature, creative writing, and world literature. Colleges will expect all high school graduates to have completed four years of English. To Exceed Expectations: Take honors or AP classes when possible. There are two AP English classes: English Language and Composition (usually taken junior year), and English Literature and Composition (usually taken senior year). There are three IB literature classes: Language A: Literature, Language A: Language and Literature, and Literature and Performance. Also consider taking additional English electives in areas that you’re interested in, such as literature or writing. Math Requirements: At least three years of math, including algebra and geometry, is required to graduate high school. The typical course order is: Algebra 1 Geometry Algebra 2/Trigonometry Pre-Calculus Calculus (Not all students start with algebra 1, and not all students complete all the above courses or follow the above order exactly) Most colleges require three-four years of math for non-STEM majors, including algebra 1 and 2 and geometry. For STEM majors, most colleges require four years of math, sometimes including pre-calculus and calculus. To Exceed Expectations: Take four years of math. Take math at the highest level offered by your school, such as at an honors or AP level. There are three AP Math classes: Calculus AB, Calculus BC, and Statistics. There are four IB Math classes that cover roughly the same material but vary in difficulty and speed. Take pre-calculus and calculus, if possible. Take additional math-related electives such as statistics and computer math. Science Requirements Two to three years of science, including biology and chemistry, is required to graduate high school. Freshman year: Biology Sophomore year: Chemistry Junior year: Physics or Earth Science Students who are more confident in their math and science skills typically take physics, while those who are not take earth science instead. Senior year: optional electives Potential electives include astronomy, environmental science, and human biology. Most colleges require two-three years of science for non-STEM majors. For STEM majors, most colleges require four years of science, including physics. To Exceed Expectations: Take four years of science. Take honors or accelerated classes your first three years. Take physics instead of earth science your junior year. Take an AP science class your senior year. AP science classes include: Biology, Chemistry, Physics (1,2, and C versions), and Environmental Science There are seven IB science classes: Biology, Chemistry, Physics, Computer Science, Design Technology, Environmental Systems and Societies, Sports, Education and Health Science You can also take more career-focused classes if your school offers them, such as job shadowing at a hospital. Social Studies Requirements: Three years of social studies, including US history, is often required to graduate high school. Freshman year: Introductory course This can be a human geography course or another introductory social studies class. Sophomore year: World history Junior year: US History Senior year: Optional electives Possible electives include psychology, US government, and anthropology. Most colleges require completing at least two years of social studies, often including US history and World or European history classes. For students planning on majoring in a related field, such as political science or history, most colleges require they have completed four years of social studies. To Exceed Expectations: Take four years of social studies. Take AP classes when possible during your first three years. AP options during these three years include Human Geography, World History, European History, and US History During your senior year, take an AP social studies elective, if possible. AP electives include Macroeconomics, Microeconomics, Psychology, US Government and Politics, and Comparative Government and Politics. IB classes for social studies are offered under the group entitled â€Å"Individuals and Societies†. Ten classes are offered on varying subjects. Foreign Language Requirements: Foreign language requirements can vary greatly by school. Most high schools require students to complete one-two years of foreign language. Most colleges require one-two years of a foreign language, and highly competitive schools may require or recommend up to four years. Most high schools and colleges require that these credits all come from the same foreign language. For example, if your high school requires two years of foreign language, taking Spanish 1 and Spanish 2 will meet that requirement, but taking Spanish 1 and then switching to Italian 1 often won’t. To Exceed Expectations: Take one foreign language all four years of high school, including AP level if possible. You may also want to consider taking a second foreign language. Other Classes These are classes that are not part of the core curriculum, but may still be a part of graduation requirements. Electives Most high schools require students to complete a certain number of credits in order to graduate. Core requirements (such as those listed above) usually do not fill all these credits, so extra space in your schedule can be used to take electives. Electives can be regular, honors, or AP level. They can relate to a core subject, such as statistics, creative writing, and zoology, or not, such as choir, drawing, and woodworking. Physical Education Many high schools require students to complete one-four years of physical education. This may be waived if you participate in a school sport. How to Use This Information Now that you know what the typical high school curriculum looks like, you can use this information to make more informed decisions about your own high school classes. Some actions to take include: Think about your course sequence early, ideally starting freshman year if possible. Reflect on your course choices each quarter or semester. Are you on track to graduate on time? Are you taking the classes you need to get into the colleges you want and the major you want? Talk to your academic adviser if you're not sure. Think about the subject areas where you want to exceed expectations and choose your classes accordingly. However, don't be afraid to drop to a lower level if you're having a lot of trouble with a particular class. What's Next? Wondering if you're taking enough challenging classes? Check out our guide to learn what a rigorous high school course load looks like. Do you know what colleges look for on your transcript? Learn what a high school transcript is and why it's so important to colleges. Want to get more detailed information about the classes you should take? Check out our guides to choosing classes for English, Math, Science, History, and Foreign Languages! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

SWOT RESEARCH AND ANALYSIS Paper Example | Topics and Well Written Essays - 250 words

SWOT AND ANALYSIS - Research Paper Example Student support has also been witnessed in various programs which have been introduced (UCI, 2015b). This is not only through the interest that the learners have in the programs but also in terms of financial support when the institutions need to come up with the required infrastructure (CSUSTAN, 2013). The major flaw is lack of required facilities. Being a fresh initiative, new infrastructure and facilities need to be put in place. Universities at times lack some of the needed equipment for the success of new programs (Senior Editorial Board, 2014; CEP, 2015). Fiscal uncertainty is another problem. Others include inability to hire and retain new staff, bureaucracy in the university operational structures, limited resources for research and development, lack of support and pervasive presence of the outside community. The presence and support of the external community is needed since the course entails exploring regional water usage in the state (California State University San Marcos, 2015). In additional to these, the highly competitive market for diverse faculty and the lack of pride from the internal community are considered among the

Marketing Plan Assignment Example | Topics and Well Written Essays - 6000 words

Marketing Plan - Assignment Example organization in terms of generating value to the customers along with ensuring proper communication and delivery of the products and/or services to manage a feasible relationship with the clients in ways that offer profit assistance for both the organization and its stakeholders (McLeish 10-18). Human Behavior Academy (HBA) Ltd is a voluntary organization that seeks to provide education with regard to developing the human value, knowledge and attitudes. The organization intends to deal with attitude and behavior that intersects with the business, psychology, communication, social work along with other crucial aspects of all businesses and industries in the present scenario. Moreover, HBA aims to develop professionalism creating values and morals of the working individuals. With respect to the organizational structure of HBA, the organization deals with book publication, chartered programs along with providing chartered, attitude and behavior consulting facilities for the professionals in order to build a healthy community at the individual level within the fiercely competitive business world. With due consideration to the organization’s mission and vision statements, HBA can be identified to follow a holistic approach to identify the measures of attitude and behavior in order to shape the prime objectives of the organization. The organization in this regard possesses a belief that in the current phenomenon, it is becoming increasingly crucial to analyze the behavior and the attitudes deciphered by other community members in order to secure their survival. Based on this philosophy, the organizations’ mission statement has been significantly focused on the importance of awareness of human attitude and behavior which can be considered as the major influential aspects of mental health. Furthermore, the organizational mission has been envisioned with the concept of maintaining a balanced and healthy community by means of educating people regarding their and their

Nursing leadership and management Essay Example | Topics and Well Written Essays - 1000 words

Nursing leadership and management - Essay Example It is the duty of nurses in leadership positions to examine the contributing factors leading to nurse shortage and high turnover. This is to become familiar with the situation for them to determine the necessary approaches that would improve the retention strategies. The primary objective of the examination among leaders is to convey the severity and problems related to nursing shortage and high turnover allowing them to devise solutions such as successful employment of nurses and retention strategies (Fabre, 2005). This increases the number of registered nurse; thus, improving the quality of care. Leaders need to study the reasons why new nurses quit this profession. This may include job satisfaction and disillusionment. Leaders should make it clear that nursing profession should not be perceived based on individual commitment since it requires in depth knowledge of illness, suitable treatment, appropriate managerial skills, and emotional strength (Gordon, 2005). There is need to reveal a definite employment brand in the nursing profession. In order to enhance the dedication of nurses so that they can become industrious members of the workforce, job satisfaction is necessary. The nursing leaders should develop a retention committee that will address sensitive issues such as improving job satisfaction and endorsement. Moreover, it is the responsibility of leaders to create and maintain a favorable environment. This allows the connection of employees with the organization. This enhances recruitment as well as retention of nurses. The nurse leaders can also examine the process of hiring new nurses, and maintain efficient communication with them as a way of enhancing employee contribution. The organization leaders must be keen on the perceptions of nurses for them to respond to the needs of nurses promptly. Managers need to provide rewards and recognize the effort of nurses because it assists in

Services to club members and casual flyers

Services to club members and casual flyers Introduction: The Long Ridge Gliding Club is gliding club that has been running by its members. It is an organization who is not running for the purpose of profit. The extensive grass airfield which is located on the top of a ridge nearly 400 metres over sea level.   It is a perfect place for having the enjoyment of ridge soaring and cross country flying. This club is also a best place for practice of ridge soaring and flying. The gliders launches by using a winch machine which can move forward with force to them from a standing start to approximately 110 kilometres per hour, 300 metres above the flying field, in just 5 seconds. The club is established in a set of old farm buildings with naive but comfortable facilities for members.   A bar and fundamental catering services are supplied by the club steward and inexpensive bunkrooms are available for club members. Services to club members and casual flyers: Different types of services are provided to different type of customers. The Evaluation of different services can be done by using following factors or services: Services Club Members Casual Flyers Products They can get benefit of Bar and Catering Services They can get Trial Flight gift Voucher Customers Club Member Public Member Product Range High Quality Medium Quality Design Changes In favour of Club Members According to numbers of booking Delivery Fast decisions Dependable Service Quality Fast service with high quality Close relationships between flyers and club Volume Per Service Type Most Service are high volume Most service are low volume Profit Margins Medium to high Low to Medium Competitive Factors: Charges Relaxation They get benefit in Charges.  £6.00 winch fee and 40p per minute if they are using clubs gliders They get charged  £40 for per flying session. Facility High facility provided Medium Facility provided Time Members know the total schedule of club therefore they take benefit of time. They have to wait only 2 to 40 minutes for another flight. Members do not know about the club Schedule therefore they cant take benefit of time. They have to wait one or more hours for another flight. (Different Services provided to Differente Customer) Five performance objectives The Long Ridge Gliding Club provides many facilities to their club members and public members. The club members and casual flyers both expect good performances from the gliding club. These services can be categorized in following performance objectives: Safety Safety is the most important service which is expected by both types of members. In safety they expect extra parachute, helmet, googols, etc. All these facility is provided by The Long Ridge Gliding Club. Time Casual Flyers expect that Club will provide better facility in small time interval. They do not want to wait much time for having enjoyment of gliding. Club Members also expect the same service related to time. The Long Ridge Gliding Club provides good quality of service to their club members in all respects. They can wait in bar or in reading room. Distance between Launch Point and Club Administrators Cabin Both types of members want that distance should be less between the Club Administrators office and the launch point. But The Long Ridge Gliding Clubs Administrators office is located away about 1.5 km from launch point. Same Quality of Service Casual flyers want the same type of quality which is provided to their club members. Casual Flyers do not want to wait longer time. They never expect to wait one or more hours for a single gliding session. Club members also want the same service. The only difference between the provided services and expected services is that club members needs fulfil by The Long Ridge Gliding Club but Casual Flyers expectations do not meet to the expected service. Lack of Knowledge Casual Flyers so not know about any type of knowledge either it is related to the facility or related to the knowledge of gliding and soaring instructions. Club Members know all about these facilities and instructions. The Long Ridge Gliding Club does not provide the other types of facility. It only focuses on the flying sessions. (Performance Objectives) Advice to the chairman I would like to give advice to the chairman of The Long Ridge Gliding Club that he should enable different type of facilities and services in their club. He should provide a cafeteria, gaming zone, etc which are related to entertainment so every member can get benefit of them in free time. He should charge for those facilities which will be growing their business. He should enable newest technology in their organization for not only customers safety but also for growing their business. Chairman should try to locate their office near to the launch point. The club timing should increase by the chairman so more customer can get benefit of The Long Ridge Gliding Club. He should take a step forward in order-winning direction. He should raise performance of order winning factor.

Learning Love and Respect in Amy Tans The Joy Luck Club :: Joy Luck Club Essays

Learning Love and Respect in The Joy Luck Club In Amy Tan’s novel, The Joy Luck Club, the character of An-mei learns to love and respect her mother. This essay will focus on the precise moment of the transformation of An-mei to a strong, self-confident woman. Although An-mei's mother was dying, An-mei's mother still believed in saving her by "cooking magic in the ancient tradition" so as "to try to cure her mother this one last time". That was how An-mei "came to love my mother", "how I saw her in my own true nature and what was beneath my skin, inside my bones". An-mei's mother "pull up her sleeve" and "put this knife on the softest part of her arm" and "cut a piece of meat from her arm". An-mei "tried to close my eyes, but could not". An-mei saw that "tears poured from her (mother's) face and blood spilled to the floor. Even though Popo's mouth was "already too tight from trying to keep her spirit in", An-mei's mother still "fed her this soup". However, Popo passed away in the end. An-mei "could see the pain of the flesh" and "the worth of the pain". She understands that this is the way " a daughter honours her mother", "it is to shou so deep it is in your bones". She knows that "the pain of the flesh is nothing, the pain you must forget". When An-mei returned with her mother to Teintsin, she had an encounter with Second Wife who gave her a pearl necklace. Her mother scolded her for it. "what you hear is not genuine. She(Second Wife)makes clouds with one hand, rain with the other. She is trying to trick you, so you will do anything for her", but An-mei "tried not to listen to my mother". In the end, An-mei's mother crushed the pearl necklace and it was only then that An-mei realized "the necklace that had almost bought my heart and mind now had one bead of crushed glass". Her mother did not want An-mei to let Second Wife "buy you(her) for such a cheap price". After that, An-mei would always "remember how easy it is to lose myself to something false". An-mei saw the truth beyond the surface with her mother's help. After knowing what happened to her mother, An-mei saw how circumstantial her mother was.

Semiotic Analysis of Teenage Magazine Front Covers

In this essay I will hope to analyse the semiotic codes of the front covers of teenage magazines to demonstrate how the media constructs the image and behavioural ideology of the teenage girl. I will analyse issue 359 of More! (December 27 th 2001 – January 8th 2002) and compare it with the January 2002 edition of 19. I have chosen these specific texts as they are popular mainstream magazines that are available in most newsagents, and therefore arguably represent to the reader what constitutes the modern teenage girl. These are also the most recent issues available for analysis and therefore demonstrate an up-to-date representation of constructed femininity in our media and society. Jonathan Bignell (1997) argues that the magazine is â€Å"just a collection a signs† (Bignell 1997: 78). These signs may include paradigmatic and syntagmatic elements such as the title of the magazine, the fonts used, the layout, the colours, the texture of the paper, the language adopted, the content of the articles and so on, and each of these signs have been chosen to generate a meaning. The magazine is therefore a complex collection of signs that can be extensively decoded and analysed by its reader – â€Å"women's magazines communicate their mythic meaning by means of signs, thus their representations of the imaginary are dependent on the symbolic, the signs which do the communicating† (Bignell 1997: 78). Signs however, consisting (according to Saussure) of two elements, a signifier and a signified, only gain meaning when â€Å"it has someone to mean to† (Williamson 1978: 40). The reader is therefore very important and will bring his/her own interpretations to the texts by drawing on their own cultural values and perceptual codes. As Daniel Chandler argues, â€Å"‘decoding' involves not simply basic recognition and comprehension of what a text ‘says' but also the interpretation and evaluation of its meaning with reference to relevant codes† (Chandler, web source: Semiotics for Beginners). As the relationship between the signifier and the signified is arbitrary and meaning is rooted in cultural values, we can argue that the potential interpretations of any given magazine are therefore endless. As well as being a collection of signs, the magazine is a sign in itself, which â€Å"connects together the mythic meanings of femininity and pleasure† (Bignell 1997: 66). Through reading the pages a reader will gain an insight into the world of the woman and will be taught what are the expectations made of them as women (they learn what it is to be a woman). McRobbie (1996) argues that magazines seek to â€Å"further consolidate and fix an otherwise more unstable sense of both self and gender† (in Curran 1996: 193), and so magazines seem to be central to society as they create a culture, a culture of femininity where a common experience of girlhood is shared. Bignell argues that the function of magazines is â€Å"to provide readers with a sense of community, comfort, and pride in this mythic feminine identity† (Bignell 1997: 61). As the magazine promotes a â€Å"feminine culture† and â€Å"(defines) and (shapes) the woman's world† (McRobbie 2000: 69), we can see that it becomes a familiar friend for the female – it advises her, and provides entertainment, amusement and escapism for the reader and speaks to her in a language she understands – the lingo of teenagers is used in 19 and More! , for example â€Å"Top Totty†. Bignell sees that â€Å"magazines are glossy and colourful, connoting pleasure and relaxation rather than seriousness†¦ the smell and feel of the glossy paper connotes luxury†¦ femininity and its pleasures of self-adornment† (1997: 66). The magazine therefore symbolises a lifestyle, a life of luxury and pleasure. The magazine claims to be simultaneously a luxury item and a familiar friend to its reader. It attempts to convince us that it is not a fictive document, that it is a true reflection of reality, a window into the real world of the woman. It is argued that the average teenage reader will be a heterosexual girl seeking a boyfriend (or seeking a way to gratify the needs of her boyfriend), enjoying shopping, fashion, and popular culture and needing plenty of advice on sex and love. These assumptions pervade the contents of mainstream teenage magazines, with features such as â€Å"Position of the Fortnight† and â€Å"Celebrity Hair Special† frequently appearing within the pages. This is the reader to whom most teenage magazines cater – they broadcast to a stereotypical mass (which is arguably an artificial epresentation and does not reflect the identities and lives of all teenage girls). In order to analyse the image and behavioural ideology of the teenage girl offered within teenage magazines, I will attempt to investigate some semiotic codes within More! and 19. The front cover is an important aspect of the magazine as it initially attracts the reader and is a taster of what can be seen within the c ontents of the magazine. It is an â€Å"important advertisement† and â€Å"serves to label its possessor† (McLoughlin 2000: 5). This is certainly a factor that influences the purchasing behaviours of young teenage girls who attempt to appear more mature and more sexually knowledgeable by buying a magazine aimed at girls 4 or 5 years their senior. The front cover will also promise that â€Å"the contents of the magazine†¦ will fulfil the needs of the individual and her group† and sells a â€Å"future image† of the reader as â€Å"happier, more desirable† (Bignell 1997: 67). By merely looking at the front cover of a magazine therefore, a potential reader will be able to determine how far it will fulfil their needs. There are many similar defining paradigmatic and syntagmatic elements on the covers of More! and 19 that would attract a teenage girl to purchase the magazines. These demonstrate effectively the dominant ideology of teenage femininity in the media. Firstly, the titles anchor the texts to the genre of teenage magazines. 19 seems to be directed at a person who is 19, or at least who thinks she is as mature as a 19year old. As the title stands boldly in the top left-hand corner of the page, this is the image that the eye is initially drawn towards. If we are to adopt Kress and Leeuwen's theory of layout, this will also give the magazine a sense of idealism, suggesting that the reader should aspire to attain the life and image referred to within the pages (in Bell 1997: 193). The title More! also acquires this quality of idealism, but as the word stretches across the width of the page it could be suggested that the More! reader is more sassy and larger than life in comparison to the more mature or sophisticated reader of 19 (this is further substantiated by the exclamation mark -More! and by the girlish pink colour of the 19 logo). The taglines reinforce these ideas as they are placed directly underneath the titles in a contrasting black font. 19 states that the magazine is â€Å"Barefaced Cheek! † which implies that all is bared in the magazine, the reader is given extensive coverage of the issues of sex, love and fashion. However this tagline could also be interpreted (perhaps to a non-teenager reader) as implying that the reader of 19 is cheeky and impertinent. It is only the exclamation mark after the words and the positioning underneath the well-known and recognisable logo of 19 that anchor the preferred reading for the reader – as the reader will presumably be familiar with the content of the magazine, the polysemic nature of the tagline will not be apparent to them. This familiarity with content is also needed to fully appreciate the tagline on the cover of More! – â€Å"Smart girls Get More! â€Å". On the one hand, it is suggested that smart girls buy the magazine as they know it will provide pleasure and information for them, and on the other hand it is suggested that smart girls (the attractive More! reader) get more out of life, love, and, most importantly, sex. Reading More! will improve your life on many levels, if you listen to the advice offered within the magazine. The tagline adopted by More! is therefore effective as the modern British teenage girl will construe an appropriate interpretation that will give them the urge to buy the product. Both 19 and More! lso attempt to attract their readers by placing a female character in the centre of the cover. This is a particularly interesting characteristic if we are to consider that corresponding male magazines similarly adopt central female models, either posing seductively or like the typical ‘girl-next-door', on their covers. It could indeed be argued that one could successfully (and with minimal disruption) take th e models from the covers of More! and 19 and place them on a magazine such as FHM that adheres to its own set of generic codes and conventions and encourages very different interpretations from its reader. According to Bignell, the images of beautiful women on the covers of female magazines are â€Å"iconic signs which represent the better self which every woman desires to become† (Bignell 1997: 69). The figure thus represents the self for the reader, a future image that is attainable for her if she continues reading and learning from the magazine. On a male magazine however the same figure would represent a sexual image, an object to be attained by the male reader. It becomes evident therefore that â€Å"men look at women. Women watch themselves being looked at †¦ Thus she turns herself into an object – and most particularly, and object of vision: a sight† (Berger in Vestergaard & Schroder 1992: 81). This is a somewhat negative interpretation of the centrality of women on the covers of magazines. However, Bignell sees that â€Å"while the cover image is for a woman to look at, it is constructed with reference to a wider social code in which being feminine means taking pleasure in looking at oneself, and taking pleasure in being looked at by men† (my italics, Bignell 1997: 71). Bignell therefore seems to empower the woman in his analysis of cover models, noting that women simultaneously enjoy looking and being looked at. The genre (or textual code) in which the image appears is therefore a fundamental contributor to the construed interpretations made by the reader. As stated above, the model on the cover of a female teenage magazine represents the self for the reader. The models seen on the given issues of 19 and More! therefore seem to illustrate the characteristics of their targeted readers. The model seen on the cover of 19 is the typicalblonde haired, tanned, tall and slim girl with perfect complexion and perfect features. But the reader is not led to feel envious of the model – on the contrary, she is encouraged to believe that this is an ordinary 19 reader (on the inside cover she is identified simply as â€Å"Emily†), and is the beautiful woman inside each of us, waiting to be unleashed (and reading 19 willunleash this beauty from within the reader). The diamante necklace connotes luxury and sophistication, and the sequined boob tube connotes a fun, bubbly nature and draws attention to her slim body (her sex appeal). With her long blond hair flowing gently away from her face to reveal dazzling green eyes (ironically in this context, green traditionally being associated with the colour of envy), she can be seen as iconic for the reader (in the non-semiotic sense), and as seductive for the male reader. She embodies the message that 19 habitually transcribe to the reader – look innocent and beautiful and yet be in control of your own sexuality and your relationships. On the cover of More! the character again embodies the self for the reader. She represents the more! ethos of youthful, cheeky impertinence† (in Curran 1996: 189) Her red, low-cut dress suggests that she is sassy; a vixen that has sexual needs and is not afraid to fulfil them. Again, the clear skin and perfect features encourage the reader to believe that there is an inner-beauty within everyone that will shine through. However, the More! model does not appear as innocent as the 19 model. Her hair is swept more vigorously from her face and therefore creates a more disrupted, chaotic image than the previous. The innocence depicted by the clear complexion of the 19 model is challenged here as the More! odel raises her eyebrow into an arch; she has a glint in her eye and pouts her lips proudly. As we notice the presence of a man in the left hand side of the front cover, we therefore interpret this facial expression as sexual prowess – this girl knows what she wants and she knows exactly how to get it. The male figure is not personalised; indeed we only see a leg, an arm and a crotch and yet we are fully aware of the masculinity of the character. This could suggest that, in subversion to the representation offered within male magazines, the man is the sexual object here. It is also significant that the male is wearing a kilt as it could suggest that the female is metaphorically wearing the trousers in the relationship. This interpretation would only become apparent if the reader was accustomed with the relevant social codes and textual codes of gendered magazines. If the reader is familiar with popular culture however, they could assume the man in the kilt to be the actor James Redmond who portrays Finn in Hollyoaks (a half-Scottish Lord) and therefore presume that there is an in-depth interview with him in the magazine – this is suggested by the text at the top of the magazine cover – â€Å"Finn-tastic! We Check out James Redmond's Morning Glory†. By analysing the title, tagline, and central images of the magazine cover, we have therefore deduced the readership and content of the magazines effectively. As McRobbie notes, sex now fills the space of the magazines' pages. It â€Å"provides the frame for women's magazines in the 1990's† and â€Å"marks a new moment in the construction of female sexual identities† (in Curran 1996: 177). It is worrying to think that the explicit sexual representations within the magazines (such as More! ‘s â€Å"Raunchy resolutions to spice up your sex life†) are being read by underage teenagers; sex has een packaged as a â€Å"commodity† (McLaughlin 200: 13) by these magazines in recent years and the young readers have eagerly jumped at the chance to buy such (what was previously) censored material. Indeed, fifty years ago the teenage magazine industry differed greatly to that of today. According to Vestergaard we have seen a shift from â€Å"motherhood and childcare to the maintenance of physical appearance† (Vestergaard & Schroder 1992: 81) (in the discussed examples, we see â€Å"Be your own stylist – steal insider know-how from the women who dress the stars† on the cover of 19, and on More! Happy New Gear – what every glam girl will be wearing this season†). Dr Nancy Signiorelli of the University of Delaware undertook a study on â€Å"A Focus on Appearance† in the media in November 1996, and she found that one in three (37%) articles in leading teen girl magazines included a focus on appearance, one in three (35%) focused on dating and less than 2% discussed either school or careers (websources Kellner and ChildrenNow). This is certainly reflected on the front covers analysed above – every feature on the covers refer to beauty, fashion, dating, sex and celebrities. Kimberley Phillips argues that these magazines therefore â€Å"reinforce the cultural expectations that an adolescent woman should be more concerned with her appearance, her relations with other people, and her ability to win approval from men than with her own ideas or expectations for herself (websource Hermes). It can also be argued however that young women are encouraged to develop independence by these magazines. In recent years the magazine industry has therefore successfully extended the notion of what it is to be a woman. A teenage girl will see hunting boyfriends and beautifying as a norm; it is argued indeed that these are transcribed as their sole purposes in life. The magazines do not seem to cater for minority interests such as politics, environmental issues, or any kind of music that ventures beyond Westlife or Britney Spears. The teenage girl has therefore been heavily stereotyped by the teenage magazine industry, and her interpretation of the codes and conventions used in the magazine will depend on her personal knowledge of this culture and society. Indeed, some of the readers of these magazines are male (e. g. the brothers or boyfriends of the female readers – Bignell refers to these as â€Å"non-ideal readers† (Bignell 1997: 58)), and they will interpret the codes differently to their female counterparts as they arguably do not share their interests in beauty products and fashion. Their interpretations of the sex issues may also differ, as they will gaze at the images of women as sex objects as opposed to icons and role models. Chandler sees that â€Å"social semiotics alerts us to how the same text may generate different meanings for different readers† (web source, Semiotics for Beginners), and this is certainly true of the gendered readings of teenage magazines. Chandler further notes that the signs (or codes) within the text â€Å"do not just ‘convey' meanings, but constitute a medium in which meanings are constructed† (ibid). Through reading a magazine aimed at her demographic group, a teenage girl will therefore come to learn that society expects her to be interested in boys, sex, fashion, beauty and fame. The magazine is therefore a â€Å"powerful ideological force† in society (McRobbie 2000: 69); the image and behavioural ideologies presented within the magazine covers become the stereotypical norm for the teenage girl. Applying semiotic analysis to the magazine text therefore allows us to identify social ideologies of the teenage girl. One could analyse the front covers of magazine extensively, decoding the codes of colour, font, layout and spatial arrangements as well as the titles, taglines, language and central images to show the construction of the teenage girl in the media. Teenage magazines may not provide an altogether accurate representation of all teenage girls today, but it is certainly a medium that provides escapism and enjoyment for the reader whilst subliminally educating and informing at the same time.

Essay on Tax lecture2

Essay on Tax lecture2 Essay on Tax lecture2 1 Lecture 2: Residency and Employment income Selected parts of Chapters 1, 3 and 21 Web links are included to provide more information to those who are interested to learn more about particular topics Recommended exercises and self-study problems in chapter 3: Exercises 1-3, 8-9, 11-12, 14-16, Self-Study Problem 3-10: As you are not responsible for the standby charge (and the operating cost benefit, if any), you can assume that the standby charge is $4,871 (before taking into account any payments made by Ms. Firth to her employer) 2 Residency [ch. 1] 2.1 ITA 2 is the charging provision [1-77 to 1-90] It defines who the taxpayer is and what the base is = who is liable for tax on what taxable income For residents of Canada for tax purposes The base is worldwide taxable income in Division C of the Act For non-residents of Canada for tax purposes (you can't tax non-residents on worldwide income obviously because they are not Canadian.) The base is certain Canadian source taxable income in Division D of the Act if they were : employed in Canada, carried on a business in Canada, or disposed of a taxable Canadian property (e.g., Canadian real estate) at any time in the year or a previous year Read ITA 2(1), 2(2), 2(3) 2.2 Definitions [1-78] Person = individuals, corporations, and trusts Resident – unless an individual severs all significant residential ties with Canada upon leaving Canada You will be a resident of a country where you have the most residential ties (like 5 year contract as a teacher in Canada, so it is where your normal norm is, and where your family lives). Canadian residents are liable for Canadian income tax, without regard to their citizenship. In some cases you have multiple homes in different countries, and then you will have to go to court and decide which one is your norm home. Significant residential ties include: having a spouse or minor child in Canada; and having a home in Canada See also cra-arc.gc.ca/tx/nnrsdnts/cmmn/rsdncy-eng.html 2.3 Computation of Income [1-100 to 1-105] You don't have to memorize the subdivisions. 2.3.1 Division B of Part I of the Act- Computation of Net Income for Tax Purposes Taxable income = Net income for tax purposes minus Division C deductions Division B has subdivisions for each source of income: a = employment b = business or property c = taxable capital gains/allowable capital losses - In Canada only one half of capital gains are taxed, and only one half of capital losses are deductible. d = other income (e.g. spousal support received, pension income) e = other deductions (e.g. RRSP contributions, moving expenses, spousal support paid, child care expenses) If an amount received does not fall into one of these categories it is not part of net income for tax purposes. So it wouldn't be subject to federal income tax. 2.3.2 Computation of Income ITA 3 [1-106 to 1-126] See Fig 1-3 page 24 ITA 3 brings together all the different sources of income to form Net Income for Tax Purposes Taxable capital gain (TCG) = 1/2 of a capital gain Allowable capital loss (ACL) = 1/2 of a capital loss One key point in ITA 3 is that if allowable capital losses are greater than taxable capital gains, the allowable capital losses deducted in computing net income is limited to the taxable capital gains for the year Excess ACLs are available for deduction in other years (â€Å"carried over"). They can be carried back to the preceding three years and deducted against TCGs in those years (if any) and/or carried forward indefinitely and deducted against future TCGs. If not deducted before death, they can be deducted in the year of death (and the immediately preceding year) against any type of income See Example at 1-125 page 26 3 Income or Loss from Employment [ch. 3] 3.1 General Rules [3-1 to 3-6] ITA calculates income by source , so each source separately. For example, employment income is computed separately from business and property income and

Beautiful Quotations About Eternal Love

Beautiful Quotations About Eternal Love Can there be lasting, eternal love between two people? You can look at quotes from writers and thinkers through the ages to see it is not a modern invention. It has been celebrated for centuries. One story of timeless love was an article about an old couple  who were still very much in love with each other. They had children and grandchildren who lived far away, so they were each others only companions. The man would bring his wife flowers almost every day, while the woman took care of the man as one would do a child. What made the couple unique was that the old man had Alzheimers disease. He had forgotten everything about his family. But he kept telling everybody he met that he wanted to marry that girl from the neighborhood. He was talking about his wife. Isnt it surprising that even a debilitating disease like Alzheimers that wipes out memories in the brain, could not wipe out the memory of the heart? That is true love. It may be rare, but it does exist. You dont have to be a romantic to discover true love. If you are a believer, look deep within your heart. Each one of us has been blessed with the ability to love deeply. Reach within and find the abundant love that resides in your heart. With love, you can change the world. Love helps you transcend the realm of superficiality, and achieve a spiritual awakening. These eternal love quotes are embedded with gems of wisdom that will enrich you. Share these with your dearest and set out on the quest for true love. Jeff Zinnert Love is something eternal; the aspect may change, but not the essence. Antoine de Saint-Exupery True love begins when nothing is looked for in return. William Butler Yeats True love is a discipline in which each divines the secret self of the other and refuses to believe in the mere daily self. Marcel Proust Love is space and time measured by the heart. Charlotte Elizabeth Aisse I could never love where I could not respect. Anonymous Sometimes we let affection, go unspoken, Sometimes we let our love go unexpressed, Sometimes we cant find words to tell our feelings, Especially towards those, we love the best. Voltaire Love has features which pierce all hearts, he wears a bandage which conceals the faults of those beloved. He has wings, he comes quickly and flies away the same. William Shakespeare Love is a smoke made with the fume of sighs. Being purged, a fire sparkling in lovers eyes. Being vexed, a sea nourished with lovers tears. What is it else? A madness most discreet, a choking gall and a preserving sweet. From the movie Moulin Rouge Love is a many splendid thing. Love lifts us up where we belong. All you need is love! Bryce Courtney Love is energy: it can neither be created nor destroyed. It just is and always will be, giving meaning to life and direction to goodness... Love will never die. Charles Stanley Romantic love reaches out in little ways, showing attention and admiration. Romantic love remembers what pleases a woman, what excites her, and what surprises her. Its actions whisper: you are the most special person in my life. Thomas Trahern Love is the true means by which the world is enjoyed: our love to others, and others love to us. Honore de Balzac True love is eternal, infinite, and always like itself. It is equal and pure, without violent demonstrations; it is seen with white hairs and is always young in the heart. Pierre Teilhard de Chardin Love alone is capable of uniting living beings in such a way as to complete and fulfill them, for it alone takes them and joins them by what is deepest in themselves. Lao Tzu Being deeply loved by someone gives you strength while loving someone deeply gives you courage. Sir Arthur Wing Pinero Those who love deeply never grow old; they may die of old age, but they die young. Leo Tolstoy When you love someone, you love the whole person, just as he or she is, and not as you would like them to be. William Shakespeare Love looks not with eyes, but with the mind.

CSR Essay Example | Topics and Well Written Essays - 1500 words

CSR - Essay Example 16-22). It is highly important for an organization maintain strong relationship with, customers, business clients, employees and several external stakeholders. Effective business operation sustainability and CSR activities can help an organization to maintain strong relationship with the stakeholders and several shareholders. The essay will support that the CSR reports of the organizations generally provide useful information on the environmental performance and corporate social performance by considering the example of Tesco Plc and several other firms by considering several accounting theories. Discussion Instrumental theories In this theory CSR is seen as a strategic tool so that it can achieve the economic activities of a company and can ultimately lead to wealth creation. According to the Friedman view, it is seen that the only responsibility of the business it has towards the society is maximisation of the profits of the shareholders while working within the legal and ethical f ramework of the company. This theory has long enjoyed the acceptance of the business across the world. Such concern for profits include taking into consideration the interest of all the stakeholders of an organisation. It is argued that in some conditions such satisfaction can increase the overall profit and hence result in maximising the shareholder value. It has been seen that there is a positive correlation between the social responsibility and the financial performance of the companies (Brennan and Merkl-Davies, 2013, pp. 109-132). Here there are three main groups of instrumental theories on the basis of the economic objective of the company. The first is the maximization of the shareholder value. The second is focusing on the strategic goal of achieving the competitive advantage. The third is the related to the cause-related marketing efforts of the company. British Petroleum understands this aspect much better. The policy statement of BP commits the company to its wide ranging business policies. The CSR report of the company illustrates way the company is meeting those commitments in a way which supports the profitability of the company. Hence by focussing on the Strong financial performance the company can invest the profits into their CSR activities (Deegan and Rankin, 1996, pp. 50-69). Political theories Political theory is an effective CSR accounting theory that used to focus on the interaction between the society and companies and their responsibilities towards the society. There are three divisions of this theory that are discussed below. Corporate Constitutionalism According to this concept the social responsibility of an organization generally arises depending upon the available social power of Organization. Coca Cola Company is one of the leading organizations. The organization implements several green strategies depending upon its social power. Effective water recycling strategy helps the organization to maintain is leading organization within global soft drink industry. Social Contract Theory Jean- Jacques Rousseau was the political economist who posited the social contract theory. According to him the individuals form a social contract with the state so that responsibility of citizens of the state is entrusted with the government. Thus the people are the source of the collective political sovereignty of the state. Thus the government was performing the functions of the common people after undergoing a

Racism in todays High school Essay Example | Topics and Well Written Essays - 2000 words

Racism in todays High school - Essay Example Schools in the United States have been accused for propagating racist activities and practicing favoritism against minority tribes. Studies in schools across the country have showed increased racism today as compared to the times of Martin Luther King Junior, the human rights activist. Non-whites have been subjected to unequal treatment in ‘dropout factory’ high schools across the country in which most of them end up not graduating due to the poor learning education and ineffective teachers. Most of these students do not prepare for life after high school as the environment is non-convincing and the teachers do not encourage them to pursue their education beyond high school level. In this paper, racism in today’s high schools in the United States will be discussed, highlighting the challenges that non-white students’ face and how the system has done little to increase educational equality (Resmovits, 2014). Though the approaches used in the 50s to depict the minority as inferior in schools have changed, newer approaches have emerged in schools and these have continued to build racial animosity among students. According to a report released by the United States department of education, racism in high schools has advanced and minority students are finding it hard to graduate in time. Today, discrimination varies from the form punishment used on students, qualification of the teachers assigned to the minority communities and the use of IQ tests as a way of showing capability. The US department of education showed that black students and those from the minority Spanish Americans receive more severe punishment as compared to their white counterparts. This stems from the notion that has depicted the blacks as more prone to violence and with less ability to understand unless punished. Veteran teachers in school have more experience and are best placed to address the challenges