How College Athletes Deal with Stress and Manage Time

How to Teach English Pronunciation Skills

How to Teach English Pronunciation Skills Teaching English pronunciation is a challenging task with different objectives at each level. This guide on how to teach pronunciation provides a short overview of the main issues to be addressed at each level, as well as pointing to resources on the site, such as lesson plans and activities, that you can use in class to help your students improve their English pronunciation skills. Following each level are a few suggestions for level appropriate activities. Finally, the best way to help students improve their pronunciation skills is to encourage them to speak English as much as they possibly can. Introduce the idea that even when doing homework students should be reading aloud. Learning to pronounce English well takes muscle coordination, and that means practice - not just mental activity!   Beginning Level English Learners Key Points: Syllable Stress - students need to  understand that multisyllabic words require syllable stress. Point out common syllable stress patterns.Voiced and Voiceless Consonants - Teach the difference between voiced and voiceless consonants. Have students touch their throats to note the difference between z and s and f and v to demonstrate these differences.Silent Letters - Point out examples of words with silent letters such as the b in comb, -ed endings in the past for regular verbs.Silent final E - Teach the influence of the final silent e generally making the vowel long. Make sure to point out that there are many exceptions to this rule (drive vs. live). Discussion: At the beginning level, English learners need to focus on the basics of pronunciation. In general, the use of rote learning is best for this level. For example, the use of grammar chants is a great way to help students pick up pronunciation skills through repetition. Teaching the IPA (International Phonetic Alphabet) is too challenging at this point as learners are already overwhelmed with the challenges of learning a language. Learning another alphabet for pronunciation is beyond the capability of most beginning level English learners. Certain patterns such as silent letters in English and the pronunciation of -ed in the simple past is a good starting point for future pronunciation drills. Students should also learn the difference between voiced and voiceless consonants. Beginning Level Pronunciation Activities Slap That Word! - Fun game for learners asking them to associate words that are posted on the wall of the classroom. This exercise will reinforce pronunciation patterns during a fun, competitive activityRead and Rhyme - Rhyming game asking students to come up with words that rhyme with others presented on cards. Intermediate Level English Learners Key Points: Use of Minimal Pairs - Understanding the small differences in pronunciation between similar words is a great way to help students notice these differences.Word Stress Patterns  - Help students improve their pronunciation by focusing on short sentences using standard word stress patterns.  Introduce Stress and Intonation - One of the best ways to help students is to focus their attention on the music of English through the use of stress and intonation.   Discussion: At this point, English learners will feel comfortable with relatively simple pronunciation patterns in English. Moving on to exercises using minimal pairs will help learners further refine their pronunciation of individual phonemes. Intermediate level learners should become aware of common word stress patterns, as well as sentence stress types. At this point, students can also begin becoming familiar with the IPA. Intermediate Level Pronunciation Activities IPA Symbol Card Game - This card game helps students learn phonetic symbols. Cards are included on the site that you can print out and use in class.Tongue Twisters - Classic English tongue twisters to help students focus on some of the more challenging phonemes. Advanced Level English Learners Key Points​: Refine Understanding of Stress and Intonation - Further students understanding of stress and intonation by changing up particular words stress to change meaning.Use of Register and Function  - Introduce the idea of changing through pronunciation depending on how formal or informal the situation is.   Improving pronunciation through a focus on stress and intonation is one of the best ways to improve higher intermediate to advanced level English learners. At this level, students have a good grasp on the basics of each phoneme through the use of exercises such as minimal pairs, and individual syllable stress. However, English learners at this level often focus too much on the correct pronunciation of each word, rather than on the music of each sentence. To introduce the concept of stress and intonation and the role it plays in understanding, the students first need to understand the role of content and function words. Use this lesson on practicing stress and intonation to help. Next, students should learn how to use sound scripting - a way of marking up texts to help prepare for reading aloud. Finally, advanced level students should be capable of changing meaning through word stresses within sentences to bring out contextual meaning through pronunciation. Advanced Level Pronunciation Activities IPA Transcription Lesson - Lesson focusing on continuing students familiarity with the IPA in order to focus on the issue of connected speech in English.Pronunciation Activities  from FluentU  - Make pronunciation fun with these clever ideas.

Metro Recreation History Assignment Essay Example | Topics and Well Written Essays - 750 words

Metro Recreation History Assignment - Essay Example Abraham Lincoln is remembered in the U.S. history for the role he played in bringing to an end the institution of slavery. Lincoln was very vocal against slavery. His ascension to power prompted seven southern states to secede from the Union as a protest to presidents antislavery sentiments. Other four states followed suit later on prompting the start of the Civil War in 1861. In the course of the war, Abraham Lincoln delivered one of the most signification speeches against slavery that is popularly referred to as the Emancipation Proclamation. The Congress approved an amendment abolishing slavery in the United States. Unfortunately, Lincoln was assassinated in 1865 soon after the war came to the end. However, his message against slavery was deeply entrenched in the American constitution and nobody could reverse that. The congress reached a unanimous decision two years later to build Lincoln’s memorial. Lincoln Monument Association was charged with this responsibility. The sit e of the memorial was decided in 1901 and approval of the $2 million Lincoln Memorial Bill was reached in 1911 under President Taft. The memorial was officially dedicated to Lincoln’s memorial in 1922 by retired President Taft. In 1963, during the civil rights movements led by Martin Luther King, Jr., the essence of this memorial was once again brought to light. Dr. King delivered the famous â€Å"I have a dream† speech which reminded American of the Emancipation Proclamation which was signed by Lincoln. King called on America to rise up and grant blacks their full freedom as envisioned by the degree. Since then, the memorial has become synonymous with freedom and equality for every person living in the United States of America. Recreation is described as an activity someone engages in during their leisure or free time. This time is always acknowledged for its ability to instil or redeem so social

Juvenile Delinquency and Justice Assignment Example | Topics and Well Written Essays - 750 words

Juvenile Delinquency and Justice - Assignment Example Some of the defining movements and legislation in the 20th century were aptly presented in the National Criminal Justice Reference Service (NCJRS) online published report that enumerated the following: firm conformity of the Parens Patriae which claimed that â€Å"the State has both a right and a responsibility to intervene in family life and assume the task of rearing a child if the family is unable to do so. It has roots in English Poor Laws, which empowered the State to separate poor children from their families and place them in apprenticeships†; Parental Delinquency Laws which holds parents liable for apparently being significantly contributory to the delinquency of their children; institution of Due Process; and conditions and stipulations explicitly outlining Exceptions to Due Process. Likewise, also during the 20th century was the Juvenile Delinquency Prevention and Control Act (JDPCA) of 1968 instituted to propose handling on non-criminal juvenile cases out of courts; while the Juvenile Justice and Delinquency Prevention Act of 1974 was designed to deinstitutionalize â€Å"status offenders and nonoffenders as well as the separation of juvenile delinquents from adult offenders''. Likewise, there was the need to create the dependency court to ensure that juveniles are protected from being maltreated. It was likewise emphasized that â€Å"as juvenile court legislation was transformed in the delinquency context to provide procedures to satisfy the Gault requirements, the dependency court was left to continue its parens patriae jurisdiction over children and families†.

Procurement and Inventory Management Essay Example | Topics and Well Written Essays - 2500 words

Procurement and Inventory Management - Essay Example There is also very high cost of stocks which occur as a result of the unskilled staff failing to compare prices from a number of suppliers. There is poor record keeping technique such that it is always hard for the company management employees to retrieve updated data along with more current entire company's level of stock. It is also hard for the auditors to retrieve the same data a thing that will result in improper auditing thus creating room for theft in the company. The resultant effect is failure in closely controlling the company's working capital thus failing to monitor correctly the true business progress. The whole system lacks accountability due to the fact that stock control and purchasing performance are not very well monitored making the staff determine their own precedence thus unbalanced cost considerations a thing that can greatly contribute to the failure of the company. Invoices are settled without a delivery proof or even a certification as to whether the items received are the actual quantities reflected in the invoice. This has seen the company loose cash as a result of buying similar items from a supplier at varying prices. The company has been greatly undermined by the suppliers who feel that Sound Electric Ltd has poor specifications. There is lack competition when it comes to purchasing, requires no confirmation as to the obligations met by the contractors, does not negotiate for price reduction, lacks knowledge on suppliers cost, the company's contracts fails to have conditions attached and lacks important knowledge about the contractor's financial capability. The company has been favouring a single supplier a thing that has led the supplier enjoy monopoly in supply, contracts and money orders fails to have price quotations and lastly the unskilled staff failed in the production of the documents involved in procurement. There is ineffective cost control in each and every project of Sound Electrical limited. This is because the concerned staff member fails in putting together the cost figures for each project of the company. The scattered cost figures of the company will never allow an effective cost control measure to take place thus Sound Electrical limited will end up losing a lot of money as a result. It has resulted into increased workload for the company's property administrator making it impossible for him to carry out his duties effectively. With such increased workload the property administrator will be confused on which contracts should concentrate on and he will end up doing very little as opposed to when the workload is manageable. This has in return interfered with the contracting, tendering and the cost of control, making it almost impossible to handle twenty contracts at a go. There has been considerably increased expenditure on miscellaneous purchases following the fact that some purchases are made by the Manager in charge of the head office post room while others are

Management Essays Force Field Analysis

Management Essays Force Field Analysis Force Field Analysis One of the vital tools for organizational transformation is the use of the Force Field Analysis. According to Wilson (2000, p. 207), most situations that have something to do with work can be envisioned as having two sets of forces those that encourage the situation and those that prevent or discourage it. Driving forces are those forces or factors affecting a situation which are pushing in a particular direction (Jenkins). Driving forces tend to initiate a change and keep it going. Restraining forces may be likened to walls or barriers (Jenkins). They only put a stop and prevent movements towards improvements. These forces are acting to restrain or decrease the driving forces. In any group or organization, there are both driving and restraining forces at times of change. The Force Field Analysis suggests ways of dealing with these opposing forces. With reference to this model, analyze the essential stages in the change process, the characteristics of crises and conflict, and the managerial approaches for successfully implementing change. Introduction: Many years ago, Kurt Lewin told us that the best way to understand an organisation is to try to change it (Carter, et al, 2001 p. 4). Different organisations have a number of barriers and challenges to overcome. These can come both from their external and internal environments. These barriers constitute a force for change. Change has always been one of the main features of organisational life. It may not always be welcomed and desirable but it is proving to be the one of the main constant in todays changing environment. An organisation that does not recognize change is an organisation that has ceased to exist in the real world. Organisations respond to different challenges in different ways. Most of these challenges are brought about by the emergence of new technologies, new competitors, new markets, and new customer demands (Harvard). These challenges bring about the need to embrace organisational change in structure, culture, and process. If organisations are contemplating changes, then it will be helpful to determine what forces are acting for or against these changes. As these organisations are moving about and implementing change, they are constantly being bombarded with environmental, social, economic, political, and leadership challenges and pressures. These challenges breed different types of forces. Carefully analyzing the forces that bring about these challenges can help organisations decide, control, and implement balanced change programs in difficult and uncertain times. A model of change calls for identifying the different ways of dealing with these forces by understanding and following the change process, the identification and resolution of crisis and conflicts, and the different managerial approaches to successfully implementing change. Force Field Analysis One of the vital tools for organizational transformation is the use of the Force Field Analysis. According to Wilson (2000, p. 207), most situations that have something to do with work can be envisioned as having two sets of forces those that encourage the situation and those that prevent or discourage it. Driving forces are those forces or factors affecting a situation which are pushing in a particular direction (Jenkins). Driving forces tend to initiate a change and keep it going. Restraining forces may be likened to walls or barriers (Jenkins). They only put a stop and prevent movements towards improvements. These forces are acting to restrain or decrease the driving forces. When driving forces are countered by restraining forces, a certain level of equilibrium develops. This equilibrium can be raised or lowered by changes in the relationship between the driving force and the restraining force. Sometimes, in order to maintain this equilibrium, driving forces may be increased or decreased. In the course of doing so however, additional restraining forces may emerge. Different forces can be modified by reducing or removing forces, stretching or adding forces, and changing the direction of forces. Force field analysis is a management technique developed by Kurt Lewin, a pioneer in the field of social sciences for diagnosing situations (Accel-team). It is often useful when looking at the variables involved in planning and implementing a change program and in trying to overcome resistance to change and inertia. It is also widely used to inform decision-making and planning and implementing change management programs in different organizations. As a vital tool in organisational change, it can identify the relative priority of factors on each side of organizational issues. It can also be used to analyse the forces affecting these issues and situations. Force Field Analysis Process This analysis is carried out with a group using a flip chart or overhead transparency. Usually, the first step is to assess the current situation and agree on the goal of the policy or institutional change. This goal should be written between two columns. All the forces for change (usually, driving forces) and encouraging improvements should be listed on one column and all forces against change (restraining forces) in the other. The next step is to try to establish the weight of each force, that is, how much influence is being exerted by that force using a scale of 1 to 5 where 1 denotes a weak influences and 5 denotes a strong influence. Equilibrium is usually achieved when the sum of the weights of the driving forces equals the sum of the weights of the restraining forces. Force Field Analysis as a Model of Change Wilson (2000, p. 224) says that for most organisations that are about to embark on change process, one of the first steps is for senior managers to spend time reviewing strategies and exploring alternatives. This process may involve away days, seminars, and conferences. Another strategy is to define specific problems and ask specific questions related to the different problems. This may be a difficult task considering the level of energy needed to break the opposition to change and inertia. For example, in analyzing how to improve and increase the number of enrollees in most higher education institutions, questions like, why dont we change the way we screen and accept students or what are the forces which are keeping our strategies in their present trend? The education sector is in a very competitive environment nowadays. Colleges and universities around the world are keen on attracting an even greater number of students even from distant places through different online programs. However, as school administrators are slowly exploring deeper into the root causes of falling number of college students, it becomes clearer that there may be some strong forces preventing substantial changes in strategies from occurring as well as strong forces pressing toward changing the nature of the entire educational system. There might be several forces which point toward more acceptable levels of screening techniques and even ways of attracting prospective college students: Students desire more flexible schedules and more convenient ways of dealing with their instructors. College entrance examinations may not always be the most reliable way of screening and evaluating prospective college students. Technology makes it possible for education related services to simulate traditional classroom environments and interactions. In addition to these forces, schools desire to be the center of excellence on specific fields of learning. Today, schools are continually trying to improve on all the aspects of their student services. There might be other forces which seem to be opposed to these changes. Some of these forces are: 1. Many faculty members in most colleges and universities lack formal training in technology-based educational system. 2. Easing on the present method of screening students and experimenting with the unknown makes everyone involved feel insecure. 3. Testing with new scheduling methods may be risky and can contribute to the deterioration of classroom instructions and the quality of other services. During the clarification stage of the change process, one of the goals of this stage is to be able to clarify misconceptions and provide the forum and venue where doubts can be raised and addressed properly. Identifying the driving and restraining forces are concentrated on reaching a common understanding of what the proposed changes would mean and how it relates to the entire organisation. One of the driving forces is the need to see and visualize the short and long term benefits of any proposed changes. The restraining force may be the lack of specific and detailed information and supporting documentation with regards to the proposed changes. During the implementation phase of the change process, it is necessary to attain a certain level of success. After having clarified some goals, senior management can spend more time developing clear measures of success. Some of the driving and restraining forces can be centered on how and when to measure the success of the implemented changes. In each stage of the change process, it is crucial to attain a certain level of equilibrium so that change can be sustained and be kept going. Force Field Analysis Example The force field analysis has been used in diverse fields ranging from organisational change to self-development. In another example of using the force field analysis for change, let us examine the goal of one manufacturing company. This manufacturing company would like to use new strategies and new technologies in their marketing operations. The driving and restraining force are sorted on common themes and are prioritized according to their magnitude towards change by assigning a score or rating to each force, ranging from 1 to 5 where 1 denotes a weak force and 5 as the strong force. Driving forces Score/Rating Customers want new information on products 4 Improve speed of information delivery to customers 3 Raise level of product awareness 4 Marketing costs are increasing 3 ___________ Total 14 Restraining forces Score/Rating Loss of staff overtime 2 Staff frightened by new technologies 3 Environmental impact of new technologies 3 High cost of new technologies 3 Disruption to daily marketing operations 2 ___________ Total 13 Based on the previous example, it is clear that the driving forces are pushing for new ways of marketing products and services. One of the new technologies which can be used to market these products and services can be the use of web-based technologies and the Internet. The use of the web provides customers a lot of opportunities to gain access to real-time information at a much faster rate compared to traditional marketing techniques like the printing and distribution of card catalogs containing new product information and specifications. This strategy also raises the level of awareness of these products and services as it can cover a wider customer base. Although initially, investing on new technologies can be cost-prohibitive, in the long run, as marketing costs related to printing and manpower eventually rises, the use of web and Internet technologies may prove to be much more cheaper in the long run. One of the restraining forces is the loss of staff overtime. It is one restraining force because these overtimes provide additional pay to employees and it would make it more difficult for these employees to come to terms with these losses due to changes in marketing strategies. The use of the web virtually lessens the need to do overtime marketing jobs especially for those who are working on the field. Sometimes, the staff may be averse to the introduction of new technologies as there is always the degree of uncertainty and job loss to be brought about by them. Crisis and Conflicts Problem solving is often concerned with shifting the balance (Wilson, p.207). As organisations adapt changes, certain relationships are created, certain policies are changed, and some techniques are developed. In handling conflicts and crisis brought about by change, the force field analysis can help identify the different forces that bring about negative and positive feedbacks and reactions from people. Individuals are being asked to give up practices, relationships, attitudes, and sometimes emotions (Wilson, p. 218). In trying to resolve conflicts and crisis situations associated with planned changes, the force field analysis can reduce or remove the force that is causing the conflict situation. It can also stretch or add new forces to counter another force. In certain instances where conflicts cannot be resolved through the addition or removal of certain forces, changing the direction of these forces can be an alternative. If organisations are to put a new philosophy in conflict r esolution, then they are adding a new driving force. Managerial Approaches for Successfully Implementing Change It is a must for organisations undergoing change to create effective processes and approaches for the planning and management of change (Pieters, p.119). Managing change through the use of the force field analysis may inevitably bring forth new ways of identifying factors that can contribute to the success or failure of the change process. Management of change processes must consider not only short term goals but also long term ones. The force field analysis can be seen as the framework in diagnosing interrelationships between the intervening variables in the organisational setup. Management approaches in organisational change should not upset the equilibrium. Sometime, top level managements desire to achieve and see immediate results through increased profits and productivity by increasing the driving forces can breed different sets of restraining forces. A manager that is autocratic and imposes high working standards and discipline on the entire organisation can expect to achieve an immediate increase in output in the short term. However, new restraining forces may develop in the form of increased antagonism and hostility towards the manager and the organisation in general. It may generate discontentment, disillusionment, and increased resistance to change. By the time a new manager takes over, there would already be an increased activity related to the different restraining forces which can cause lower productivity and output. This new equilibrium may need a new set of managerial approaches in order to stabilize the situation. The manager may see the need t o increase output and productivity right away but may try another approach. He may not immediately increase the driving forces but might even try to lessen the restraining forces by engaging in dialogs and other problem solving techniques. With the possible elimination of hostility and negative attitudes towards management, in the long term, the equilibrium (increased productivity) needed to attain a certain level of increased productivity may begin to be achieved through increase in skills and commitment to organisational objectives. It is also important to develop the habits of participative work since it is likely possible that the identification of the different forces can come from the different levels of the organisation (Harvard). Specifically, some of these approaches are the following: Push the decision making down to the lowest possible. The identification of the root causes of problems and the possible solutions to these problems can be found on those that are in the frontline. Begin sharing information freely. By sharing information freely, members of the organisation are encouraged to share their own problems and experiences. Make communication a two way street. It is important to talk and listen at the same time. Eliminate unnecessary symbols of hierarchy and unequal status. These symbols can come in the form of executive lunch rooms and parking spaces. Encourage participatory management. It is important to keep in mind that everyone is also capable of managing different aspects of their life. Get into the trenches with frontline employees and encourage other managers to do the same. This management approach would be construed as a way of bridging the gap between management and the workforce. Give people practice in collaborative work between functions by attacking projects and problems through cross-functional teams. This approach encourages more interaction and communication not only between management and the employees but from among the employees themselves. Help people see the why of change, and work with them to discover the what. It is easy to explain and understand the need for change. What is difficult to understand and see is the why. There are interlocking problems and complex issues that need to be simplified for every individual to see. With respect o cultural change, the following steps and approaches should be considered: Uncover beliefs and values. Acknowledge, respect, and discuss differences between core values and beliefs of different sub cultures within the organisation. Look for incongruencies between conscious and unconscious beliefs and values and resolve by choosing those to which the organisation wishes to commit. Conclusion: It is assumed that in any situation, there are driving and restraining forces that influence any change that can occur. Organisations that are planning some form of changes need to be able to adopt a specific change model that would address most of the issues and problems that would be associated with it. The force field analysis can be a good model for change. This analysis provides a lot of opportunities for organisations contemplating on change to view different situations and identify different sets of forces that can directly influence the change process, conflict and crisis resolution, and managerial approaches to these changes. It also allows the organisation to weigh these forces and adopt priority measures based on the strengths of these forces. In general, it means that the organisation has gotten into grips with the problems that they are currently experiencing and have thought of all the consequences of all the possible solutions. Driving forces tend to initiate change while restraining forces tend to decrease or even stop the driving forces from initiating change. The current setup of todays organisations and the way they adapt to changing environments influenced by a lot of factors and forces makes the force field analysis one of the best models in managing and implement ing organisational change. The harsh reality of life nowadays encourages the removal of restraining forces rather than develop overpowering and driving forces. These strategies provide one of the strongest analytical tools yet for organisational change. Bibliography Duck, Jeanie (2001), The Change Monster, Crown Business, New York. Harvard Business Essentials (2003), Managing Change Transition, Harvard Business Carter, L et al (2001), Best Practices in Organizational Development and Change, Wiley, San Francisco. Kanter, Rosabeth (1992), The Challenge of Organizational Change, Free Press, Canada. Nutt, Paul (1992), Managing Planned Change, McMillan, Singapore. Pieters, Gerald (2000), The Ever-Changing Organization: Creating the Capacity for Continuous Change, Learning, and Improvement, St. Lucie Press, Florida. Wilson, Graham (2000), Problem Solving, 2nd edn, Kogan Page, London. Jenkins, David (1949), Force Field Analysis Applied to a School Situation, Retrieved: May 30, 2005 from http://www.crossroad.to/Quotes/brainwashing/force-field.htm. Force Field Analysis, Retrieved: May 28, 2005 from http://www.pyswww.com/mtsite/forcefield.html. Force Field Analysis, Retrieved: May 30, 2005 from http://www. Asem.org/conferences/2004/conferenceproceedings/koplyay150.pdf Team Building: Force Field Analysis, Retrieved: May 28, 2005 from http://www.accel-team.com/techniques/force_field_analysis.html Sustainable Change Management, Retrieved: May 29, 2005 from http://www.challengequest.com/pdf/sustainable_change_management.pdf Organizational Culture: Change Process, Retrieved: May 30, 2005 from http://www.soi.,org/readaing/change/process.shtml

Essay --

X can be seen as high on the openness scale. â€Å"The personality dimension that includes imagination, wit, originality, and creativity; people low on this dimension are shallow, plain and simple† (Friedman). X was very musically talented, having been acknowledged as the â€Å"King of Pop† by Elizabeth Taylor. (Interview with Oprah Part 2) In 1982, he produced the best-selling album of all time, Thriller. He is exceptionally imaginative as he wants to â€Å"bring out the child in everyone.† He constructed the Neverland Ranch which is equipped with candy, magic shows, carnival rides, and film. X worked with the Make a Wish Foundation in order to occupy terminally-ill children who would come every three weeks and he would entertain them with his child-like and spark. X was so generous and loved giving back to the world, and therefore he was also involved with the Heal the World Foundation. With regards to this foundation, the objectives for Heal LA division were f or the vaccination of children, having a mentoring big sister/ big brother program together with a teaching program on drug abuse (Interview with Oprah Part 5). X was also certainly open to experience by being a singer who toured the world. He showed his openness to different individuals through his numerous marriages and management with different performers on several albums. Being an artist, a singer and dancer, X was unsurprisingly imaginative by writing his own lyrics and designing his own dance moves. Michael seemed fairly high on openness. (Friedman, H.B., Schustack, M.W 2009). While X aimed for precision in his music he appears to be fairly low on the conscientiousness scale. â€Å"The personality dimension that includes dependability, cautiousness, organization, and responsibility; pe... ...t just by seeing the sight of his own father (Interview with Oprah Part 3). Owing to the fact of his violation as a child, X had many issues with his physical appearance, as well as sleeping problems. These factors presented him with great amounts of concern, which would position him high in neuroticism. X felt exposed and therefore had numerous amounts of plastic surgeries in order to fix his appearance according to his criteria. At the end of his life X was using potent sleeping medicines called Lorazepam and Midazolam in order to help with his insomnia by bringing about peacefulness, as well as Propofol, which was a sleep-inducing medicine used for general anaesthesia. The fact that X had use such potent medicines to help deal with his insomnia revealed how much it affected his life and indicated his emotional unsteadiness. (Friedman, H.B., Schustack, M.W 2009).

President Ford

From its onset, the power to pardon has been controversial because it has been used more often for the sake of political advantage than the correction of judicial error. To the 38th President of the United States, his perusal for the pardon power; granted by the United States Constitution, Article II, Section 2, had to do with the ushering in of peace into a hectic time period. (U. S. Constitution) A number of Presidents throughout American history have used pardon power for various reasons.For example, George Washington granted the first pardon to leaders of the Whiskey Rebellion, while Andrew Johnson granted a number of pardons to thousands of former Confederate officials and military personnel after the American Civil War. Other uses of pardon include, George H. W. Bush's pardons of 75 people in connection with the Iran-Contra affair, Bill Clinton's pardons of convicted FALN terrorists, and most recently George W. Bush's pardoning of Irve Lewis Libby's prison term. (U. S.Dept of J ustice, 2006) Yet in the 20th century, President Gerald Ford granted one of the most memorable pardons to former President Richard Nixon on September 8, 1974, for any crimes he may have committed that gave rise to the Watergate scandal. Many view Ford’s pardon as a corrupt bargain made to elevate him to the Presidency and alleviate Nixon from any responsibility, yet Ford’s speech shows a man of good judgment who’s primary concern was the clearing up of America’s name which had been sullied by Watergate.Ford desired to end of Nixon’s suffering, whom he believed, â€Å"will continue to suffer, no matter what I do. † (Ford Nixon Pardon) In a news conference Ford stated he, â€Å"†¦hoped that our former president who had brought peace to millions would find it for himself. † (Presidents News Conference, 1974) This paper critiques President Ford’s speech entitled â€Å"Remarks on Pardoning Richard Nixon. † Though it has been colored with bias from the media, this critique will help individuals who want to see the story outside of the flashy news headlines.It offers an eye opening view of Ford’s motives for the pardon and a brief look into why he deserves more credit for this act of courage. This paper will discuss the background of events which led to Ford’s pardon, examine his speech, give a Neo-Aristotlelian analysis of the speech, and finally conclude with statements meant to give a distinctive perspective on Fords integrity, trustworthiness, and decision making capabilities.

Solid Geometry on ACT Math The Complete Guide

Solid Geometry on ACT Math The Complete Guide SAT / ACT Prep Online Guides and Tips Geometry is the branch of mathematics that deals with points, lines, shapes, and angles. ACT geometry questions will test your knowledge of the shapes, sizes, and volumes of different figures, as well as their positions in space. 33% of ACT math problems(about 18 questions total) will involve geometry, depending on the particular test. Because geometry as a wholecovers so many different mathematical concepts, there are several different subsections of geometry (including planar, solid, and coordinate). We will cover each branch of geometryin separate guides, complete with a step-by-step approach to questions and sample problems. This articlewill be your comprehensive guide to solid geometry on the ACT. We’ll take you through the meaning of solid geometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult solid geometry questionson the ACT math section. Before you continue, keep in mind that there will usually only be 1-2 solid geometry questions on any given ACT, so you should prioritize studying planar (flat) geometry and coordinate geometry (coming soon!) first.Save learning this guide for last in terms of your geometry study ACT math prep. Before you descend into the realm of solid geometry, make sure you are well versed in plane geometry and coordinate geometry! What is Solid Geometry? Solid geometry is the name for geometry performed in three dimensions. It means that another dimensionvolumeis added to planar (flat) geometry, which only uses height and length. Instead of flat shapes like circles, squares, and triangles, solid geometry deals with spheres, cubes, and pyramids (along with any other three dimensional shapes).And instead of using perimeter and area to measure flat shapes, solid geometry uses surface area and volume to measure its three dimensional shapes. A circleis a flat object. This is plane geometry. A sphere is a three-dimensional object. This is solid geometry. On the ACT, most of the solid geometry problems are located at the end of the mathsection. This means solid geometry problemsare considered some of the more challenging questions (or ones that will take the longest amount of time, as they often need to be completed in multiple pieces).Use this knowledgeto direct your study-focus to the most productive avenues. If you are getting several questions wrong on the first 40 questions in themath section, it might be more productive for you to take the time to first refresh your overall understanding of the math concepts covered by the ACT. You may also want torefresh your understanding of all the ACT math formulas you’ll need. Note: some of these formulas are given to you on the test in the question itself, but this is often inconsistent. For example, on some ACTs, the formula for the volume of a cylinder is given, other times it is not. If you are unsure which formulas are given or not given in the math section, refresh your formulas knowledge. A typical problem in which you are given the formula in the question. Though many of the formulas are given, it is still important for you to understand how they work and why. The formulas marked â€Å"Necessary to know† are ones you should memorize, but the others will all be given. So don’t worry too much about memorizing them, but do pay attention to them in order to deepen your understanding of the principles behind solid geometry on the ACT. In this guide, I’ve divided the approach to ACT solid geometry into three categories: 1)Typical ACT solid geometry questions 2)Types of geometric solids and their formulas 3)How to solve an ACT solid geometry problem Solid geometry adventure here we come! Typical Solid Geometry Questions on the ACT Before we go through the formulas you'll need to tacklesolid geometry, it's important to familiarize yourself with the kinds of questions the ACT will ask you about solids. ACT solid geometry questions will appear in two formats: questions in which you are given adiagram, and word problem questions. No matter the format, each type of ACT solid geometry questionexiststotestyour understanding of the volume and/or surface area of a figure. You will be asked how to find the volume or surface area of a figure or you'll be asked to identify how a shape's dimensions shift and change. Diagram Problems A solid geometry diagram problem will provide you with a drawingof a geometrical solid and ask you to find a missing element of the picture. Sometimes they will ask you to find the volume of the figure, the surface area of the figure, or the distance between two points on the figure. They may alsoask you to compare the volumes, surface areas, or distances of several different figures. Word Problems Solid geometry word problemswill usually ask you tocomparethe surface areas or volumes of two shapes. They will often giveyou the dimensions of one solid and then tell youto compare its volume or surface area to a solid with different dimensions. Other word problems mightask you to contain one shape within another. This is just another way of getting you to think about a shape's volume and ways to measure it. What is the minimum possible volume of acube, in cubic inches,thatcouldinscribe a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ This is a typical inscribing solids word problem. We'll go through how to solve it later in the guide. Solid geometry word problemscan be confusing to many people, because it can be difficult to visualize the question without apicture. As always with word problems that describe shapes or angles, make the drawing yourself! Simplybeing able to seewhat a question is describing can do wonders to help clarify the question. Overall Every solid geometry question on the ACT is concerned with either the volume or surface area of a figure, or the distance between two points on a figure. Sometimes you'll have to combine surface area and volume, sometimes you'll have to compare two solids to one another, but ultimately all solid geometry questions boil down to these concepts. So now let's go through our ACT math tips on how to find volumes, surface areas, and distances of all the different geometric solids. A perfect example of geometric solidsin the wild Prisms A prism is a three dimensional shape that has (at least) two congruent, parallel bases. Basically, you could pick up a prism and carry it with its opposite sides lying flat against your palms. A few of the many different kinds of prisms. Rectangular Solids A rectangular solid is essentially a box. It has three pairs of opposite sides that are congruent and parallel. Volume Necessary to know $\Volume = lwh$ The volume of a figure is the measure of its interior space. $l$ is the length of the figure $w$ is the width of the figure $h$ is the height of the figure Notice how this formula is the same as findingthe area of the square ($A = lw$) with the added dimension of height, as this is a three dimensional figure. First, identify the type of questionis it asking for volume or surface area? The question asksabout the interior space of a solid, so it's a volume question. Now we need to finda rectangular volume, but this question is somewhat tricky. Notice that we're finding out how much water is in a particular fish tank, but the water does not fill up the entire tank. If we just focus on the water, we would find that it has a volume of: $V = lwh$ = $(4)(3)(1) = 12\cubic\feet$ (Why did we multiply the feet and width by 1 instead of 2? Because the water only comes up to 1 foot; it does not fill up the entire 2 feet of height of the tank) Nowwe are going to put that 12 cubic feet of water into a second tank. This second tank has a total volume of: $V = lwh$ = $(3)(2)(4) = 24\cubic\feet$ Although the second tank can hold 24 cubic feet of water, we are only putting in 12. So $12/24 = 1/2$. The water will come up at exactly half the height of the second tank, which means the answer is D, 2 feet. Either way, those fish won't be very happy in half a tank of water Surface Area Necessary to know $\Surface\area = 2lw + 2lh + 2wh$ In order to find the surface area of a rectangular prism, you are finding the areas for all the flat rectangles on the surface of the figure (the faces) and then adding those areas together. In a rectangular solid, there are six faces on the outside of the figure. They are divided into three congruent pairs of opposite sides. If you find it difficult to picture surface area, remember that a die has six sides. So you are finding the areas of the three combinations of length, width, and height ($lw$, $lh$, and $wh$), which you then multiply by two because there are two sides for each of these combinations.The resulting areas are then all added together to getthe surface area. Diagonal Length Necessary to know (Note: it will be necessary for you to know how to find the diagonal, but you don't have to memorize the formula. Continue reading for more details on this.) $\Diagonal = √[l^2 + w^2 + h^2]$ The diagonal of a rectangular solid is the longest interior line ofthe solid. It touches from the corner of one side of the prismto the opposite corner on the other. You can find this diagonal by either using the above formula or by breaking up the figure into two flat triangles and using the pythagorean theorem for both. You can always do this is you do not want to memorize the formula or if you're afraid of mis-remembering the formula on test day. First, find the length of the diagonal (hypotenuse) of the base of the solid using the pythagorean theorem. $c^2 = l^2 + w^2$ Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. $d^2 = c^2 + h^2$ And solve for the diagonal using the pythagorean theorem again. Cubes Cubes are a special type of rectangular solid, just like squares are a special type of rectangle A cubehasa height, length, and width that are all equal. The six faces on a cube's surface are also all congruent. Volume Necessary to know $\Volume = s^3$ $s$ is the length of the side of a cube (any side of the cube, as they are all the same). This is the same thing as finding the volume of a rectangular solid ($v = lwh$), but, because their sides are all equal, you can simplify it by saying $s^3$. First, identify what the question is asking you to do. You're trying to fit smallerrectangles into a larger rectangle, so you're dealing with volume, not surface area. Find the volume of the larger rectangle (which in this case is a cube): So you can use the formula for the volume of a cube: $\Volume = s^3$ = $6^3 = 216$ Or you can use the formula to find the volume of any rectangular solid: $\Volume = lwh$ = $(6)(6)(6) = 216$ Now find the volume of one of the smaller rectangular solids: $\Volume = lwh$ = $(3)(2)(1) = 6$ And divide the larger rectangular solid by the smaller to find out how many of the smaller rectangular solids can fit inside the larger: $216/6 = 36$ So your final answer is D, 36 SurfaceArea Necessary to know $\Surface\area = 6s^2$ This is the same formulas as the surface area for a rectangular solid ($SA = 2lw + 2lh + 2hw$). Because all the sides are the same in a cube, you can see how $6s^2$ was derived: $2lw + 2lh + 2hw$ = $2ss + 2ss + 2ss$ = $2s^2 + 2s^2 + 2s^2$ = $6s^2$ You can approach this question in two ways: by using the formula or by doing it out longhand. If you use the formula for the surface area of a cube, you can say: $\Surface\area = (6)(3^2)$ $SA = (6)(9) = 54$ If you forget the formula (or are afraid of messing it up come test day), you can always do it out longhand: $\Surface\area = ss + ss + ss + ss + ss + ss$ or $SA = (ss)(6)$ (Remember that there are six faces on a cube like the six faces on a die) $SA = (3)(3) + (3)(3) + (3)(3) + (3)(3) + (3)(3) + (3)(3)$ or $SA = (3)(3)(6)$ $SA = 9 + 9 + 9 + 9 + 9 + 9 = 9(6) = 54$ Either way, you getthe answer K, 54 Diagonal Length Necessary to know (Note: it will be necessary for you to know how to find the diagonal, but you don't have to memorize the formula. Continue reading for more details on this.) $\Diagonal= s√3$ Just as with the rectangular solid, you can break up the cubeinto two flat triangles and use the pythagorean theorem for both as an alternative to the formula. This is the exact same process as finding the diagonal of a rectangular solid. First, find the length of the diagonal (hypotenuse) of the base of the solid using the pythagorean theorem. Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. Solve for the diagonal using the pythagorean theorem again. Cylinders A cylinder is a prism with two circular bases on its opposite sides Volume Necessary to know $\Volume = Ï€r^2h$ $Ï€$ is the universal constant, also represented as 3.14(159) $r$ is the radius of the circular base. It is any straight line drawn from the center of the circle to the circumference of the circle. $h$ is the height of the circle. It is the straight line drawn connecting the two circular bases. This problemgives you the formula for a cylinder, but the ACT is often inconsistent about this. Notice that this is problem #29 (an easy-medium level question), so you are given the formula. If this had been question #49, you would likely not have been given the formula. But because you are given the formula, it's easy toplug in your values into it. Pay attention, however, to exactly what the question is asking you to do. Just like with the fish tank question above, you are not being asked to fill up the whole container with water, only some of it. So if $\volume =Ï€r^2h$, then $V =Ï€(12^2)(5)$ (The radius is 12 because radius is half the diameter and the full diameter is 24. The height is 5 because the question tells us that we are only filling up the container to 5 feet). $V = 720Ï€ = 2,261.9448$ So the answer is C,2,262 Surface Area $\Surface\area = 2Ï€r^2 +2Ï€rh$ To find the surface area of a cylinder, you are adding the volume of the two circular bases ($2Ï€r^2$), plus the surface of the tube as if it were unrolled ($2Ï€rh$). The surface of the tube can also be written as $SA = Ï€dh$, because the diameter is twice the radius. In other words, the surface of the tube is the formula for the circumference of a circle with the additional dimension of height. Non-Prism Solids Non-prism solids are shapes in three dimensions that do not have any parallel, congruent sides. If you picked these shapes up with your hand, a maximum ofone side (if any) would lie flat against your palm. Cones A cone is similar to a cylinder, but has only one circular base instead of two. Its opposite end terminates in a point, rather than a circle. There are two kind of conesright cones and oblique cones. For the purposes of the ACT, you only have to concern yourself with right cones. Oblique cones will never appear on the ACT. A right cone has an apex (the terminating point on top) that sits directly above the center of the cone’s circular base. When a height ($h$) is dropped from the apex to the center of the circle, it makes a right angle with the circular base. Volume $\Volume = 1/3Ï€r^2h$ $Ï€$ is a constant, written as 3.14(159) $r$ is the radius of the circular base $h$ is the height, drawn at a right angle from the cone’s apex to the center of the circular base The volume of a cone is $1/3$ the volume of a cylinder. This makes sense logically, as a cone is basically a cylinder with one base collapsed into a point. So a cone’s volume will be less than that of a cylinder. Surface Area $\Surface\area = Ï€r^2 + pirl$ $l$ is the length of the side of the cone extending from the apex to the circumference of the circular base The surface area is the combination of the area of the circular base ($Ï€r^2$) and the lateral surface area ($Ï€rl$) Because right cones make a right triangle with side lengths of: $h$, $l$, and $r$, you can often use the pythagorean theorem to solve problems. Pyramids Pyramids are geometric solids that are similar to cones, except that they have a polygon for a base and flat, triangular sides that meet at an apex. There are many types of pyramids, defined by the shape of their base and the angle of their apex, but for the sake of the SAT, you only need to concern yourself with right, square pyramids. A right, square pyramid has a square base (each side has an equal length) and an apex directly above the center of the base. The height ($h$), drawn from the apex to the center of the base, makes a right angle with the base. Volume $\Volume = 1/3\area\of\the\base * h$To find the volume of a square pyramid, you could also say $1/3lwh$ or $1/3s^2h$, as the base is a square, so each side length is the same. Spheres A sphere is essentially a 3D circle. In a circle, any straight line drawn from the center to any point on the circumference will all be equidistant. This distance is the radius ($r$). In a sphere, this radius can extend in three dimensions, so all lines from the surface of the sphere to the center of the sphere are equidistant. Volume $\Volume = 4/3Ï€r^3$ Inscribed Solids The most common inscribed solids on the ACT math section will be: cube inside a sphere and sphere inside a cube. You may get another shape entirely, but the basic principles of dealing with inscribed shapes will still apply. The question is most often a test ofYou’ll often have to know the solid geometry principles and formulas for each shape individually to be able to put them together. When dealing with inscribed shapes, draw on the diagram they give you. If they don’t give you a diagram, make your own!By drawing in your own lines, you’ll be better able to translate the three dimensional objects into a series of two dimensional objects, which will more often than not lead you to your solution. Understand that when you are given a solid inside another solid, it is for a reason. It may look confusing to you, but the ACT will always give you enough information to solve a problem. For example, the same line will have a different meaning for each shape, and this is often the key to solving the problem. So we have an inscribed solid and no drawing. So first thing's first, make your drawing! Now because we have a sphere inside a cube, you can see that the radius of the sphereis always half the length of any side of the cube (because a cube by definition has all equal sides). So $2r$ is the length of all the sides of the cube. Now plug $2r$ into your formula for finding the volume of a cube. You can either use the cube volume formula: $V = s^3$ = $(2r)^3 = 8r^3$ Or you can use the formula to find the volume of any rectangular solid: $V = lwh$ = $(2r)(2r)(2r) = 8r^3$ Either way, you getthe answer E,$8r^3$ Notice how answer B is $2r^3$. This is a trick answer designed to trap you. If you didn't use parentheses properly in your volume of a cube formula, you would have gotten $2r^3$. But if you understand that each side length is $2r$ and so that entire length must be cubed, then you will get the correct answer of $8r^3$. For the vast majority of inscribed solids questions, the radius (or diameter) of thecircle will be the key to solving the question.The radiusof the sphere will be equal to half the length of the side of a cube if the cube is inside the sphere (as in the question above). This means that the diameter of the sphere will be equal to one side of the cube, because the diameter is twice the radius. But what happens when you have a sphere inside a cube? In this case, the diameter of the sphere actually becomes the diagonal of the cube. What is the maximum possible volume of acube, in cubic inches,thatcould be inscribed inside a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ First, draw out your figure. You can see that, unlike when the sphere was inscribed in the cube, the side of thecube is not twice the radius of the circle because there are gaps between the cube's sides and the circumference of the sphere. The only straight line of the cube that touches two opposite sides of the sphere is the cube's diagonal. So we need the formula for the diagonal of a cube: $\side√3 = \diagonal$ $s√3 = 6$ (Why is the diagonal 6? Because the radius of the sphere is 3, so $(3)(2) = 6$) $3s^2 = 36$ $s^2 = 12$ $s = √12$ $(√12)^3 = 12√12 = 24√3$ Though solid geometry may seem confusing at first,practice and attention to detail will have you navigating the way to the correct answer The Take-Aways The solid geometry questions on the ACT will alwaysask you about volume, surface area, or the distance between points on the figure. The way they make it tricky is by making you compare the elements of different figures or by making you take multiple steps per problem. But you can always break down any ACT question into smaller pieces. ACT Math Strategy: The Steps to Solvinga Solid Geometry Problem 1) Identify what the problem is asking you to find. Is the problem asking about cubes or spheres? Both? Are you being asked to find the volume or the surface area of a figure? Both? Make sure you understandwhich formulas you'll need and what elements of the geometric solid(s) you are dealing with. 2) Draw it out Draw a picture any time they describe a solid without providing you with a picture. This will often make it easier to see exactly what information you have and how you can use that information to find what the question is asking you to provide. 3) Use your formulas Once you've identified the formulas you'll need, it's often a simple matter of plugging in your given information. If you cannot remember your formulas (like the formula for a diagonal, for example), use alternative methods to come to the answer, like the pythagorean theorem. 4) Keep your information clear and double check your work Did you make sure to label your work? The makers of the test know that it's easy for students to get sloppy in a high-stress environment and they put in bait answers accordingly. So make sure thevolume for your cylinder and thevolume for your cube are labeled accordingly. And don't forget to give your answer a double-check if you have time! Does it make sense to say that a box with a height of 20 feet can fit inside a box with a volume of 15 cubic feet? Definitely not! Make sure all the elements of your answer and your work are in the right place before you finish. Follow the steps to solving your solid geometry problems andyou'll get that gold Solid geometry is often not as complex as it looks; it is simply flat geometry that has been taken into the third dimension. If you can understand how each of these shapes changes and relate to one another, you’ll be able to tackle this section of the ACT with greater ease than ever before. What's Next? Now that you've done your paces onsolid geometry, it might be a good idea to review all the math topics tested on the ACT to make sure you've got them nailed down tight. Want to get a perfect score? Check out our article onHow to a 36 on the ACT Mathby a 36ACT-Scorer. Don't know where to begin?Look no further than our articles onwhat is considered a good, bad, or excellent ACT score And if you find yourself running out of time on the math section, look no further than our articles onhow to stop running out of time on the ACT math. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

2013 to 2017 †China Market Soft Drink Manufacturing Research Report Essay Essay Example

2013 to 2017 – China Market Soft Drink Manufacturing Research Report Essay Essay Example 2013 to 2017 – China Market Soft Drink Manufacturing Research Report Essay Paper 2013 to 2017 – China Market Soft Drink Manufacturing Research Report Essay Paper In China. soft drinks refer to those natural or unreal drinks with the intoxicant content less than 0. 5 % in the entire volume. Small sum of intoxicant may be contained in a soft drink. but such intoxicant is the ethyl intoxicant which is used in fade outing kernels. flavorers and pigments. or the byproducts of lactic acid drinks. With the rapid addition in Chinese people’s populating standard and ingestion capableness. soft drink industry has entered the rapid growing epoch. Since soft drink merchandises enjoy great popularity in China. the market demand is immense. Presently. there are assorted types of soft drinks sold in the market with many strong rivals. In 2012. the entire end product volume of China soft drinks is 130. 2401 million dozenss. increasing by 10. 73 % YOY. From 2000 to 2012. the end product volume of China soft drink industry increased by 7 times. with a CAGR of 20. 7 % . which is far higher than the growing rate of GDP. showing a well development competency. When the end product volume additions. the assortments of China soft drinks besides increase to supply more options for consumers. Among all assortments of soft drinks. carbonated drinks take up the largest proportion of China soft drink industry. while the proportion of natural mineral H2O in soft drink industry increases continuously. At present. carbonated drinks. bottled drinking H2O. fruit and vegetable drinks and tea drinks have become the four major classs of soft drinks in China. In 2012. the end product volume of carbonated drinks was 13. 1129 million dozenss. decreasing by 18. 38 % YOY. The end product volume of fruit juices and vegetable juices was 22. 2917 million dozenss. increasing by 16. 09 % . The end product volume of bottled imbibing H2O amounted to 55. 6278 million dozenss. up by 16. 16 % YOY. And the end product volume of other drinks reached 39. 2077 million dozenss. increasing by 13. 76 % YOY. China soft drink market can be divided into several major market sections. including carbonated drinks. fruit and vegetable drinks. bottled drinking H2O. tea drinks. protein drinks and other drinks. For a long period. bottled imbibing H2O and carbonated drinks have accounted for the largest proportion of the market. followed by protein drinks and fruit and vegetable drinks. Tea drinks have besides increased their market portion and created a immense ingestion market. However. with the development of societal economic system. the betterment of people’s populating criterion and the preparation of healthy ingestion construct. the competition construction of soft drink market will meet a great alteration. Influenced by the emerging healthy ingestion construct. it can be predicted that the proportion of carbonated drinks in the market will worsen. while healthy drinks. such as tea drinks. protein drinks and fruit and vegetable juices. will go the mainstream of the market in the close hereafter. However. consumers of carbonated drinks are chiefly between 16 and 25 old ages old. chiefly adolescents. They worship manner alternatively of nutrition. Since such immature consumer group is improbable to decrease. there is a immense market demand for carbonated drinks. Therefore. it will take a long-run procedure to take down the carbonated drink market. In recent old ages. functional drinks have become the high spot in China soft drink market. It indicates that China functional drink market has been established after a period of market development. At present. China functional drinks chiefly include sport drinks ( with Mizone and Gatorade as representatives ) . energy drinks ( with Red Bull and Lipovitan as representatives ) . and vegetable protein drinks ( with Jiaduobao and Wong Lo Kat as representatives ) . There is a immense market potency for China functional drinks. As a sun-rising industry in China. soft drink industry enjoys ingestion per capita much lower than that of developed states. Rural occupants spend much less on soft drinks. Based on the immense domestic market. there is an tremendous development infinite for China soft drink industry. With high grade of marketization. China soft drink industry has attracted many international drink barons to set up their concerns in China. which will ensue in ferocious market competition. Besides. confronted with the new state of affairs. the competition of China soft drink industry has been transferred from merchandise competition to industry concatenation competition. In this sense. the selling theoretical account of soft drink endeavors has besides been transferred from trade name operation into channel theoretical account and construction and channel direction. Channel resources. particularly terminal resources have become the focal point of competition. It is estimated by CRI that the end product volume of China soft drinks will keep a growing rate of over 8 % . which will be higher than that of GDP. Through this study. the readers can get the undermentioned information: ? ? Supply and Demand Status of China Soft Drink Industry? ? Operation Status of Sub-industries of China Soft Drink Industry? ? Competition Status of China Soft Drink Industry? ? Major Soft Drink Manufacturing Enterprises in China? ? Influencing Factors and Development Trend of Soft Drink Industry? ? Investing and Development Recommendations for Soft Drink Industry The Following Enterprises and Peoples are proposed to buy this study: ? ? Soft Drink Manufacturing Enterprises? ? Upstream Soft Drink Enterprises. Such as Essence Manufacturing Enterprises. Pigment Manufacturing Enterprises. and Enterprises in Charge of Packing? ? Soft Drink Distributing Enterprises? ? Investors and Research Institutes Concerned About Soft Drink Industry Complete Report @ hypertext transfer protocol: //www. chinamarketresearchreports. com/102526. html Buy Report @ hypertext transfer protocols: //www. chinamarketresearchreports. com/contacts/purchase. php? name=102526 Table Of Content 1 Overview on China Soft Drink Manufacturing Industry. 2012 1. 1 Definition and Category 1. 1. 1 Definition 1. 1. 2 Industry Chain of Soft Drink Manufacturing Industry 1. 2 Major Merchandises 1. 3 Role of Soft Drink Manufacturing Industry in China Economy 2 Development Environment of China Soft Drink Manufacturing Industry. 2012-2013 2. 1 Economic Environment 2. 1. 1 China Economy 2. 1. 2 Global Economy 2. 2 Policy Environment 2. 1. 1 Analysis on Policies 2. 1. 2 Policy Trend 3 Operation Status of China Soft Drink Manufacturing Industry. 2008-2012 3. 1 Current Status 3. 1. 1 Entire Output Value 3. 1. 2 Output Volume 3. 1. 3 Fixed Asset Investment 3. 1. 4 Industry Scale 3. 1. 5 Operation Status 3. 1. 6 Financial Index 3. 2 Regional Distribution 3. 2. 1 Scale Distribution 3. 2. 2 Net income Distribution 3. 2. 3 Guangdong 3. 2. 4 Henan 3. 2. 5 Jiangsu 3. 2. 6 Zhejiang 3. 2. 7 Shandong 4 Competition Status of China Soft Drink Manufacturing Industry. 2012 4. 1 Barriers to Entry and Exit 4. 2 Competition Structure 4. 2. 1 Bargain Ability of Upstream Suppliers 4. 2. 2 Competition Among Existing Enterprises 4. 2. 3 Bargain Ability of Downstream Clients 4. 2. 4 Threats of New Entrants 4. 2. 5 Threats of Substitutes 4. 3 Development Features 4. 3. 1 Amalgamations and Acquisitions by Foreign Capital 4. 3. 2 Preference for Brand Consumption 4. 3. 3 Product Competition Transferring to Industrial Chain Competition 4. 3. 4 Rich Product Varieties 4. 5 Operation Models 4. 5. 1 Business Model 4. 5. 2 Net income Mode 5 Industry Chain of China Soft Drink Manufacturing Industry. 2012-2013 5. 1 Upstream Industries 5. 1. 1 Fruit Industry 5. 1. 2 Vegetable Industry 5. 1. 3 Sugar Industry 5. 1. 4 Package Industry 5. 1. 5 Influences of Upstream Industries on Soft Drink Manufacturing Industry 5. 2 Downstream 5. 2. 1 Resident Incomes 5. 2. 2 Resident Consumption Expenditures 5. 2. 3 Influences of Downstream Industries on Soft Drink Manufacturing Industry 6 Sub-industries of China Soft Drink Manufacturing Industry. 2008-2017 6. 1 Carbonated Beverage Industry 6. 1. 1 Operation Status 6. 1. 2 Regional Distribution 6. 1. 3 Development Trend 6. 2 Bottled Drinking Water Industry 6. 2. 1 Operation Status 6. 2. 2 Regional Distribution 6. 2. 3 Development Trend 6. 3 Fruit A ; Vegetable Juice Industry and Fruit A ; Vegetable Drink Industry 6. 3. 1 Industry Overview 6. 3. 2 Regional Distribution 6. 3. 3 Development Trend 6. 4 Milk Beverage Industry and Vegetable Protein Drink Industry 6. 5 Solid Drink Industry 6. 6 Tea Drink Industry and Other Soft Drink Industry 7 Major Soft Drink Manufacturing Enterprises in China. 2012 7. 1 Hangzhou Wahaha Group Co. . Ltd. 7. 2 Master Kong Drink Holdings Co. . Ltd. 7. 3 VV Group Co. . Ltd. 7. 4 Uni-president ( China ) Investment Co. . Ltd. 7. 5 Coca-Cola Bottle Manufacturing ( Dongguan ) Co. . Ltd. 7. 6 Xiamen Yinlu Foods Co. . Ltd. 7. 7 Red Bull Vitamin Drink Co. . Ltd. 7. 8 Jiangxi Runtian Beverage Co. . Ltd. 7. 9 Nongfu Spring Co. . Ltd. 7. 10 Beijing Huiyuan Food and Beverage Group Co. . Ltd. 7. 11 Coconut Palm Group Co. . Ltd. 7. 12 Jiaduobao Group 8 Prognosiss on Investment and Development of China Soft Drink Manufacturing Industry. 2013-2017 8. 1 Influencing Factors on Development 8. 1. 1 China economic system 8. 1. 2 Governmental Policy 8. 2 Forecast on Market Supply and Demand 8. 2. 1 Forecast on Supply 8. 2. 2 Forecast on Demand 8. 3 Prognosis on Product Development Trend 8. 3. 1 Market Trend of Healthy Drinks 8. 3. 2 Compound Drinks 8. 3. 3 Functional Drinks 8. 4 Recommendations on Investment and Development 8. 4. 1 Investing Opportunities in Sub-industries 8. 4. 2 Regional Investment Opportunities List Of Charts Chart Category of Sub-industries of China Soft Drink Manufacturing Industry Chart Analysis on Major Products of China Soft Drink Manufacturing Industry Chart Related Policies of China Soft Drink Manufacturing Industry. 2012 Chart Total Output Value of China Soft Drink Manufacturing Industry. 2008-2012 Chart Total Output Volume of China Soft Drinks. 2008-2012. Chart Number of China Soft Drink Manufacturing Enterprises. 2008-2012 Chart Total Assets of China Soft Drink Manufacturing Industry. 2008-2012 Chart Scale of China Soft Drink Manufacturing Industry by Region Chart Analysis on Profits of China Soft Drink Manufacturing Industry by Region Chart Total Output Value of China Carbonated Beverage Industry. 2008-2012 Chart Output Volume of China Carbonated Beverages. 2008-2012 Chart Gross saless Revenue of China Tea Drinks and Other Soft Drink Manufacturing Industries. 2008-2012 Chart Forecast on China Soft Drink Output Volume. 2013-2017 Chart Forecast on China Soft Drink Gross saless Revenue. 2013-2017. Complete Report @ hypertext transfer protocol: //www. chinamarketresearchreports. com/102526. html Buy Report @ hypertext transfer protocols: //www. chinamarketresearchreports. com/contacts/purchase. php? name=102526.

A Scientometric Analysis Of Nuclear Medicine Technology Dissertation

A Scientometric Analysis Of Nuclear Medicine Technology - Dissertation Example Both diagnostic medical sonography and the nuclear medicine technology are similar to one another in the sense that both sonography and nuclear technology are used in the study of medicine as a tool for diagnosing and screening of various diseases (i.e. signs of malignant bone lesions, bone infections, or any kind of stress that can causes pain on the patients (Archive, 2015), appendicitis (Gjelsteen et al., 2008), pelvic pain, suspected for adnexal masses, or the presence of ectopic pregnancy (Busse, 2010; Gjelsteen et al., 2008), and various cancer diseases such as breast cancer, (vans & Bates, 2005), nasopharyngeal carcinoma (Gao et al., 2014), large hepatocelluclar carcinoma or malignant hepatoma (Hill & Hill, 2014), and ovarian cancer. The only difference between diagnostic medical sonography and the nuclear medicine technology is that diagnostic medical sonography is using a special type of technology that emits no ionizing radiation that could harm the patients’ current health condition. Based on the term nuclear, the nuclear medicine technology emits different kind of ionizing radiation which could negatively affect the patients’ health condition when excessively exposed to radiation (i.e. 131I, 90Y, 18F, and 67Ga, etc.) (Eckerman & Endo, 2008; European Pharmacopoeia, 2005). characteristics of the past and current studies published online. Often times, a scientometric analysis can be performed as a way to evaluate the work performance of a specific research group or universities, a country, and a group of researcher or scientist (Dutton and Jeffreys, 2010, p. 45). In line with this, the main idea of my dissertation is to conduct a scientometric analysis of scholarly productivity in diagnostic medical sonography vs. nuclear medicine technology. In general, a scientometric analysis can be performed to analyze and measure the usage of journal publications, its credibility and current position as a research institute (Reber & Brossard, 2013).

Learning Journey Report Essay Example | Topics and Well Written Essays - 1250 words

Learning Journey Report - Essay Example Based on everyday encounter with people at home, at work, and elsewhere, this is true indeed and each time I engage myself to communicate with others, I feel a sense of relief at having experienced one basic nature of human being. As a learning individual, I have observed that communication enhances my capacity toward self-awareness such that I can determine my personal judgment and feeling over something out of the natural response to stimuli from people who assume different life roles in relation to me. I learn that becoming educated is a natural process of growth to maturity that depends on the learner’s enthusiasm and willingness to be subjected to the varying complexities of obtaining and sharing knowledge with fellow learners. Though I notice that it has been a typical concern to identify factors that affect student learning and often, the skills and knowledge of an academic instructor are readily assumed to take the key function of evaluating how teaching methods impact learning, communication still plays the crucial part. More than merely satisfying the fundamental necessity of gaining information, communication has made me acknowledge the value in understanding and being understood by my educator. As part of the team, I have found that my self-concept is constantly evolving in my attempt to conform to the organization and behave according to the culture and general attitude of the team in achieving the desired ends. Defining self proceeds as I seek fulfillment in effective communication which requires not only active participation in the activities but even understanding the strengths and weaknesses alike in people and circumstances within a social sphere from which driving force to come about a change or evolution may be derived. In this course, there have been several times I manage to observe that my own behavior is modified depending on the manner by which I perceive an arriving stimulus and respond to it correspondingly. I used to suppose t hat ‘being real to oneself’ simply meant going by the nature I am without needing to pay regard to the impact of the people in the group or society around me, thinking that the concept of self is understood just once in a lifetime. Along with this misconception is the belief that former foundations bear the sole responsibility of substantiating the self, yet by objective and subjective learning, formation of self-identity is apparently ceaseless and may not be confined only to a few aspects of growth. Until I had come to the point of ascertaining that ‘sense of self’ is yielded through evolutionary stages, it usually felt complicated to handle self-awareness and what the exact meaning is of a true self in the past. To this extent, I have thus realized by far that human interactions or communication schemes portray a huge role in creating a person’s identity which continues to evolve with time and socio-cultural influences. When I came across serious commitment and risks as a member of the team, I recall the time I struggled getting over a hard feeling toward the fact that while there were open-minded individuals, others bore tendencies at unnecessary argumentation, then I unconsciously allowed myself to seek alternatives to divert my unpleasant emotions for comfort. Out of having to cope with the difficulty of erasing deep-rooted sentiments that had gone through an intense motion,