Final exam Assignment Example | Topics and Well Written Essays - 1000 words - 2

Final exam - Assignment Example The license fee for the facility proposed is $200 plus $50 for each bed up to a maximum of $1,500 upon application for one year and $100 plus $50 for each bed for renewal each year to a maximum of $750 (Texas Department of Aging and Disability Services (n.d.). Therefore, a total of $1,500 would be paid in the first year and $750 each year thereafter until an adjustment is made. The revenue per unit/person is in keeping with rates obtained from Genworth Cost of Care Survey for 2013 which suggest that the minimum, median, and maximum monthly rates are $933, $3,710 and $8,445 respectively for a one bedroom single occupancy assisted living facility in California (Genworth 2013). The information in Table 1 in the Appendix indicates that these rates would result in minimum, median and maximum income per person per annum of $$11,196, $44520 and $101,340 respectively. Table 1 also indicates that 53 single occupancy units would be available for assisted living over the ten year period. If all units were occupied during the year the total annual revenue from this would be $593,388 at its lowest, $2,359,560 at the median level and $5,371,020 – the maximum per annum. An occupancy level of 93% is assumed for year 2 to year 10 for assisted living. ... This could lead to less than expected occupancy levels for the company and thus lead to a significant reduction in projected revenues (See Table 2 in the Appendix for income at various occupancy levels). In terms of wages, the employees of the facility should not be paid lower than Federal of State minimum wage which is $7.25 and $8 respectively (Minimum-Wage.org 2013). The lowest wage rate to be paid by Blueberry Acres LLC is $7.25. Both the Federal and State Minimum wage are expected to increase to $9 by 2014 (Hicken 2013) – a 24% increase in the Federal minimum wage rate projected. In 2016 the State minimum wage is expected to increase to $10 and it is also hoped that the Federal rate will be tied to the inflation rate (Hicken 2013). The interest rate on the construction loan appears to be too high at 7.5%. The prime lending rate is currently 3.25 and is projected to be the same at the end of March 2014 (Financial Forecast Center 2013). The 7.5% projected is more than twice the prime lending rate. Additionally, the projected length of time for the loan may not be allowed to exceed 20 years. This would change the annual payments to $488,746 representing interest payments of $410,787 and principal repayments of $78,051 in the first 12 months. With the exception of vehicle costs and expenses which are assumed to remain constant, the depreciation rate and other expenses appear reasonable. Vehicle costs should increase by at least 3% - the level of inflation anticipated each year. The budget needs to be adjusted for this error. Assessing the reasonability of the construction contract The assisted care facility is a profit making venture and should be

Critical thinking process Essay Example for Free

Critical thinking process Essay Critical thinking often involves the creation of alternative plans, solutions, approaches, etc. , then comparing original with the alternatives. Creative thinking requires some critical evaluation during and after the creative phase. Critical thinking depends upon that little known and seldom discussed characteristic of the human nervous system—self-reflexiveness. Usually it also depends upon that remarkable human creation and tool—self reflexive language. Humans not only know about their environment, they know that they know; they can think about how they think, evaluate their evaluations. Languages, too, have this self-reflexive characteristic. They enable us to talk about talk, to make statements about statements, to write books about writing books. The self-reflexiveness of language and the human nervous system provide us with an open minded system: we can make statements about statements, indefinitely; we can react to our reactions to our reactions indefinitely. At no point can we say, â€Å"That’s the last word on the subject† or, â€Å"No further reaction is possible† (since, in doing so, we have said more, reacted further). However, believing that we have said the last word may cut of the self-reflexive process. This open ended, self reflexive system makes it possible for us to conduct scientific research, write poetry, plan enterprises, spin out complex tales of fiction—or spread rumours, spin webs of delusion and talk ourselves into insanity or war. Which we will do depends in part upon our motivation, but also upon our understanding of the thinking process and some aspects of the working of the nervous system. General semantics provides a meta-linguistic or ‘second order’ approach to critical thinking. It enables us to use self-reflexiveness systematically to monitor on-going evaluations. The principles and devices it provides call attention to either-or and ‘allness’ statements, to inferences treated as facts, to overgeneralizations, to statements unrestricted in time, to overly-simple statements of causality, etc. The tools work, whatever the order of abstraction, whatever the source of the statement (Johnson, 1991). How language empowers or limits the expression of our thoughts. Along with most of his contemporaries, Blair defines language in terms of a relationship between signs and thoughts: â€Å"Language signifies the expression of our ideas by certain articulate sounds, which are used as the signs of those ideas† (cited 1:98). Elaborating on this interdependence, he asserts that â€Å"when we are employed in the study of composition, we are cultivating reason itself. True rhetoric and sound logic are very nearly allied. The study of arranging and expressing our thoughts with propriety, teaches to think, as well as to speak, accurately so close is the connection between thought and the words in which they are clothed† (Ulman, 1994). Language can empowers and limit the expression of our thoughts. Talking about something that reinforces it, therefore say what you want to be true. Language has power, and by knowing this, you can select words that allow others to hear and understand you. Certain words provide a way of maintaining the focus of what you want. They can assist you to be in the state of mind that you desire. Looking for positive language patterns, gives your brain the opportunity to find alternative ways expressing your experiences to yourself and others. These tools get you off automatic pilot and in control. Having choice means you can regulate how an experience will affect you. You can choose to use your old patterns of expression which produces certain results, or use empowering language to give you different results. Now it can be you who decides. Labels limit is another concept that we’re dealing with here. When we label something or someone, we put a meaning on it that can limit our awareness, experience, and understanding. Labels are a form of beliefs, and like all beliefs, they filter our perceptions. Our beliefs only allow us to be conscious of things that are in agreement with them, and we unconsciously filter everything else. It can be tremendous evidence of the opposite to penetrate the belief filters. But with negative labels, the effects can be very destructive (Kaufman, 1998). The role of critical thinking in persuasion. What is the value of critical thinking? When someone else writes or speaks a peace of reasoning, they are trying to persuade us of something. Persuasion is an attempt to get us to believe something. People want us to believe things so that we will act in certain ways. Action requires some effort. There are choices involved. We could be doing something else. Because of this, it is very useful to be able to evaluate reasoning, for some pieces of reasoning should be accepted while others should not be accepted. If persuasion occurs in advertising, we could be doing many other things with our money. Take buying a car, for example. A lot of money can be involved, so what kind of car to buy can be a pretty big decision. Whether to marry a certain person or which of a couple of job offers to take are still bigger decisions. Almost every reader will eventually get some serious illness. There may be several different treatments available. One’s comfort, health, even ones life may depend on the decision as to which treatment to undertake. To make these decisions well, we will need to gather our own reasons to support various alternative conclusions. At that time, we could make an irrational decision, or a sheep like decision to follow some other person’s advice. The values of critical thinking, specifically how to recognize and evaluate reasoning, are the following: †¢ It help us arrive at true conclusions and therefore †¢ it increases our knowledge. †¢ It should help us make better decisions. †¢ It should help us persuade others and †¢ explain truth to them. †¢ Contribute to a happier life (Cogan, 1998). References Johnson, K. G. (1991). Thinking creatically: a systematic, interdisciplinary approach to creative-critical thinking. Englewood: Institute of General Semantics. Kaufman, R. A. (1998). Anatomy of Success. New York: Ronald A Kaufman. Robert Cogan. (1998). Critical thinking: step by step. Boston: University Press of America. Ulman, H. L. (1994). Things, thoughts, words, and actions: the problem of language in late eighteenth-century British rhetorical theory. New York: SIU Press.

The Self Reflection Paper English Language Essay

The Self Reflection Paper English Language Essay Since a young boy, I have always listened to my mothers advice or orders. She is the one who taught me at home, commanded me to do things, and especially punished me when I did something wrong, or forgot doing what she had told me to do. When punishing me, she always said, Next time, listen to me carefully. Therefore, to avoid the punishment, I always tried to listen to her attentively and to do what she asked me to do, and that affects my learning style today, in particular one in learning English. As I have recognized, I learn most by carefully listening to the lectures before I start doing things. But that is not the only learning style of mine. Trying to think hard to find the logical reasons is also another way that makes me learn most. In other words, my learning styles are Abstract Conceptualization and Reflective Observation, the combination of which is called Assimilator (Kolb, 1985). However, it depends on subject matters. For some particular learning activities, the most e ffective way to get the knowledge for me is to do and practice them, which Kolb (1985) refers to Active Experimentation. In terms of learning English, I will talk about my experience at Institute of Foreign Languages (IFL). Since the first year, when learning the content-based subjects, such as Introduction to Environment, Introduction to Sociology, Global Studies, and Literature studies, I have always tried to carefully listen to the lectures, and take some notes since they are always been the most effective for me to understand the lessons. In addition, when reading the textbooks, for the exam in particular, I usually do not try to memorize things, but to think critically to figure out the logical reasons or ways to explain them although they are the key terms. Trying to reason something or find ways to explain it always makes me understand the lesson more deeply and remember it longer. Memorization usually does not work with me. Some students may learn most by actually doing or experimenting thing right away, but I am not that kind. I like to study the whole thing, or observe people doing things first before I start doing myself. In learning grammar in Core English, for instance, I like deductive method by starting to study the rules and the usages of the grammar points before doing the exercises. At the same time, I also use inductive method whenever possible to create my own theories to understand or memorize the grammar points. For example, when learning the adjectives order, opinion + size + quality/character + age + shape + color + participles + origin + material + type + purpose (Foley Hall, 2003, p. 219), I try to create my own ways to memorize the order, by taking the initial(s) of each word, and cluster them. It becomes OS QASh CPOM TY. These clusters are those that are familiar with me, and therefore make me remember them easily (though the others may find them even more complicated than the origi nals). However, not all the skills do I learn these ways. For instance, learning to improve the four macro skills listening, reading, speaking, and writing, I have only one key word, practice. The more I practice these skills, the more I learn. To practice the skills, I also try to relate them to my hobby. For example, I like watching cartoons, so I always take this hobby to improve my listening skill. I watch mostly hilarious cartoons dubbed in English, which helps me not only relax but also improve the listening skill subconsciously. I also like reading novels, and short stories in English, especially the detective ones, and that helps me improve my reading skill. For speaking skill, I always try to practice speaking whenever possible. I always take opportunity to speak English to my friends, in particular Luy Vannda (Joe), who always reminds me to use English instead of Khmer when making a conversation. To improve writing skills, I just simply try hard to finish assignment or journals a ssigned by the lecturers. I do not seem to care much about finding other activities to improve this skill, but I always put much effort on writing each pieces. To me, trying to get things done like this helps me improve my writing skill a lot. In short, I called myself assimilator, for I learn most by observing, thinking critically, and forming my own ways of understanding things. I like to synthesize various ideas and observation into an integrated whole before I actually start doing things myself. I try to find logical and precise ways or theories to understand things. If I cannot find one, I am more unlikely to understand the lesson. Nevertheless, I do not apply this learning style to all types of learning skills. For some skills, like the four macro skills, I simply try to practice them as much as possible.

Comparing Bennetts Hamlet with Branaghs Hamlet Essay -- comparison c

Comparing Bennett's Hamlet with Branagh's Hamlet      Ã‚  Ã‚  Ã‚   Many of Shakespeare's works have been transposed from stage to screen, none so more than Hamlet. Two of the most unique film appropriations of the play are to be found in Rodney Bennett's 1980 film and Kenneth Branagh's 1996 blockbuster. The two films share many parallels between them in both interpretation and method, however they also have marked differences in their respective approaches to the text.    Perhaps the most obvious difference between these two versions is that Branagh uses the full unabridged text whereas Bennett cuts the play down by an hour or so; Kenneth Branagh justifies his use of the full text on the BBC's website stating: "When you cut the play ... what often happens is that you compress a lot of very intense set pieces and it becomes unbearable to watch. You simply fail to take some things in because you need a breath."    Another marked difference in the two versions lies in the focus of the two films. Bennett's Hamlet focuses almost entirely on the character of Hamlet himself and the domestic tragedy that occurs around him. An example of this in the film how Derek Jacobi as Hamlet speaks directly to the camera while in soliloquy. This establishes a certain rapport between Hamlet and the viewer, as if he is speaking directly to them, this also makes the film seem more theatrical in a sense. Branagh de-centres the story from around Hamlet and focuses on the wider situation, particularly with regards to Denmark's political situation. In this appropriation Hamlet is merely one player among many. This interpretative decision is reflected in the casting of the film; Kenneth Branagh takes the title role among severa... ...rbook vol.8: Hamlet on Screen, Ed.H. Klein & D. Daphinoff, Edwin Mellen Press, 1997 Sauer, David Kennedy. `Suiting the Word to the Action: Kenneth Branagh's interpolations in Hamlet', Shakespeare Yearbook vol.8: Hamlet on Screen, Ed.H. Klein & D. Daphinoff, Edwin Mellen Press, 1997 Wilmeth, Thomas L. `Fortinbras on Film: Safe Passage for the Prince', Shakespeare Yearbook vol.8: Hamlet on Screen, Ed.H. Klein & D. Daphinoff, Edwin Mellen Press, 1997 Audio Visual Bennett, Rodney. Hamlet, Shakespeare W., BBC Education, 1980 Branagh, Kenneth. Hamlet, Shakespeare W., Castle Rock Entertainment, 1996 Internet Resources `The Filming of Hamlet - Text Interpretation'. BBC Education, 15/03/02 http://www.bbc.co.uk/education/hamlet.html `Cineaste Branagh Interview', Cineaste Film Review, 15/03/02 http://www.cineaste.com   

Rational Theory

This paper introduces Rational System Perspectives in relations to four promin ent schools of organization theory; which are Taylor’s scientific management, Fayol’s general principles of management, Weber’s theory of bureaucracy and Simon’s discussion on administrative behavior. Rational System Perspectives There are two key elements characterizing rational systems: 1) Goal Specificity Specific goals support rational behavior in organizations by providing guideli nes on structural design, which leads to specify what tasks are to be performe d and how resources are to be allocated. ) Formalization Formalization is an attempt to make behavior more predictable by standardizing and regulating. Formalization provides stable expectation, which is a precond ition to rationality. Selected schools The author related rational system perspectives to four schools of organizatio nal theories. Taylor’s Scientific Management (1911) Taylor Scientifically analyzed t asks performed by individual workers and disco vered the best procedure that would produce the maximum output with the minimu m input of resources.His attempts (to rationalize labor at level of the indiv idual worker )led to changes in the entire structure of work arrangement. Ther efore, efficiency improved. His four principles includes: 1) Develop a science for each element of an individual’s work. 2) Scientifically select and train workers. 3) Heartily cooperate with workers to ensure that each work is done as plan. 4) Divide work and responsibilities between management and workers. Taylor also proposed the use of incentive system based on performance as a mot ivation tool.Arguments: 1) Workers resisted time-study procedures that attempt to standardize every as pect of their performance. 2) Workers rejected incentive system requiring them to perform continuously at a peak level of efficiency. Fayol’s Administrative Theory (1916) Fayol emphasized management functions by proposing broad administrative principles as guidelines to achieve rationalization of organizational activiti es. Fayol’s and other supporters believed in two main types of management activi ties. ) Coordination includes any elements related to collaborations of individuals such as scalar chain, unity of command, span of control and exception princip le. 2) Specialization involves various activities distributed among positions abou t how such positions can most effectively be grouped into work units. For exam ple, departmentalization, line-staff principle. Arguments: Herbert Simon was one of the main opponents of this theory. He commenced that so-called principles are truthful, but not realistic. Thus, they are inapplica ble (details will be discussed).Weber’s Theory of Bureaucracy (1922) Weber developed a theory of authority structures and describes organizational activity on the basis of authority relations. By building the structure, task responsibilities and de cision-making authorities would be clearly defined. He proposed that rational-legal authority (the authority a person possesses be cause of his/her position in an organization, not because of wealth, social st atus or individual’s admirable character) provides the value to develop the u niversal authority structure called â€Å"bureaucracy†.Weber’s ideal bureaucracy principles includes: 1) Division of labor. Jobs are broken down into simple, routine, and well-defi ned tasks. 2) Authority hierarchy. Positions are organized in a hierarchy, each lower one being controlled and supervised by a higher one. 3) Formal selection. Members are selected on the basis of technical qualificat ions (training, education of formal examination). 4) Formal rules and regulations. Managers must depend on formal rules to ensur e uniformity. 5) Impersonality. There is no personal preference of employees. ) Career orientation. Managers do not own the units they manage. They work fo r sa lary and pursue their careers. Arguments There are self-contradictions in Weber’s principles. 1) Management based on discipline: individuals obey the rules and orders becau se they regard the rules and orders as methods to fulfill organizational goals . Therefore, obedience is a mean to an end. 2) Management based on bureaucracy: individuals obey the rules because rules a re considered as commands, setting aside their judgements. Thus, obedience is an end itself.Simon’s Theory of Administrative Behavior (1958) Simon proposed a more realistic view related to rational system perspectives b y pointing out the boundaries (limits and constraints) on how rational manager s can be in making decisions. He introduced the term â€Å"bounded rationality†. Rather than pursuing all alternatives to identify the best solution that would maximize returns, managers will choose the solution that appears to solve the problem, even though they realized the chosen solution is not th e best one, d ue to time/cost constraints and other limitations.Furthermore, Simon clarified the process by which goal specificity and formali zation contribute to rational behavior in organization. Goal specificity: He introduced â€Å"means-ends chains† which establish a hierar chy of goals. According to organizational level, each level of activity is con sidered as an end relative to the levels below it and as a mean relative to th e level above it. Formalization: Simon believed formalized structure supports rational decision making in the sense that formalization simplifies a border of responsibilities among participants and provides participants with guidelines to handle them.Conceptual Framework (means) (ends) Formalization Goal Specificity Input Output Rational System Conclusion 1. Rationality in this paper can be viewed in two senses as follows: 1. 1) Technical or Functional rationality which can be attained through a serie s of actions (means) which lead to predeterm ined goals (ends) with maximum eff iciency. In short, Technical or Functional rationality emphasizes instrumental means-ends efficiency. Taylor’s and Fayol’s theories are related to rationa lity in this sense. 1. ) Formal rationality which can be derived through imposing rules an regulations to organization. Weber defined bureaucracy as rational in this sen se. 2. Level of Analysis 1. 1) Social psychological level. Taylor and Simon focus on individual participants as they perform tasks or make decision. 1. 2) Structural level. Fayol and Weber attempt to analyze the characteristics of organizational structures. Direction for my further research According to the paper above, I would like to examine which ideas of the above theories are still applicable to current information technology era.Furtherm ore, adding to my personal interest in strategic management, I would like to a nalyze how classical theories influence managers on strategic decision-making. Please see the su mmarized table in the next page. Table: Summarize and compare four organization theories. Taylor Fayol Weber Simon Year introduced 1911 1916 1922 1958 Means l Scientifically analyzed tasks performed by individual workers. l Concer ned with management at the shop levels l Generated broad administration princi ples. l Focused on activities of all managers l Described organizational activi ty on the basis of authority relations. Proposed rational-legal authority as a value to develop bureaucracy. l Proposed â€Å"bounded rationality† individuals have limits (boundaries) on how rational they can be. l Introduced means-ends chains. Ends Max. efficiency by using one best way. Max. efficiencyby using management expertise Max. efficiency by using bureaucratic structure Choose a fairly goo d solution, not optimal one. Assumptions Technical & Functional Rationality Technical & Functional Rational ity Formal Rationality Bounded rationalityLevel of Analysis Social Psychological Structura l Structural SocialPsychologic al Arguments 1) Workers resistedTime-study procedures, attempting to standardize every aspect of performance. 2) Workers rejected incentive system, requiring th em to perform continuously at a peak of efficiency. 1) So-called principles ar e truthful, but not realistic. 2) Simon: Due to limitations & constraints, the se principles are not thoroughly applicable. Self-contradictions 1) Based on d iscipline: Obedience is a mean to an end. 2) Based on bureaucracy: Obedience is an end itself.

How to Negotiate Your Salary in an Interview

How to Negotiate Your Salary in an Interview In negotiations, the first person to blink usually loses. The same goes for salary negotiations. If you name a number first, you’ll never know how high the hiring manager might have gone to win you. Here are five sneaky ways an interviewer will get you to answer the money question, and how to avoid them.Q: â€Å"What is the salary range you’re expecting?†Your ideal answer: â€Å"I’d like to get a better sense of the requirements before I commit to a number. Just so I can make sure I have a sense of what you need.†Q: â€Å"How much did you make at your last job?†Your ideal answer:  Don’t answer it. Say instead: â€Å"First I want to make sure I understand the ways in which this position’s responsibilities will differ from those of my former position. Let’s discuss the details before we agree on a fair amount.†Q: â€Å"What are you hoping for in terms of salary?†Your ideal answer:  This is basically the sa me as the first question. If they’ve already asked some version of this, try this answer, and keep deflecting: â€Å"I’m sure whatever you’re offering will be commensurate with the going market rate for this position.† This puts the burden of fairness on them.Q: â€Å"In order to make you an offer, I’ll need to know your requirements.†Your ideal answer:  False! Resist! Deflect again! How about: â€Å"Let’s start with what you have budgeted for this position and then we can discuss from there.†Q: â€Å"Why don’t you want to disclose your salary requirements?†Your ideal answer:  This is quite the bold one, and not all that common. At this point, it’s okay to fight fire with fire. Try: â€Å"I’d really like to get a sense of what this position is worth to your company before I make any commitments.†As tough as it is to be tough, it will pay out in the long run. You may feel awkward about taki ng such a hard line, but your interviewer will respect you as someone not to be trifled with. You might even win yourself the offer with your negotiating prowess.

Japanese language patterns differ from American English patterns

Japanese language patterns differ from American English patterns Free Online Research Papers Title: Japanese language patterns differ from American English patterns The Japanese language has a different word order from English. English, as we know, is a subject-verb-object language. While there are some exceptions to this structure (One swallow does not a summer make; Great oaks from little acorns grow.), most spoken and written utterances follow this pattern. Japanese, however, has a different word order: subject-object-verb. If I were to ask someone how they were, I would say, â€Å"Kenki, desska?† Literally translated, this utterance would be rendered as â€Å"(You) well are?† This difference in word order makes Japanese for Americans a more challenging language to learn than, say, Spanish which hews to virtually the same underlying structure as English. Japanese has a few other differences worth mentioning here. Japanese is basically a syllable-timed language. In other words, syllables in Japanese generally get the same amount of stress. English is a stress-timed language. Syllables get unequal stress within words and certain words get less stress than others. Function words (articles, prepositions) in English get less stress generally. The Japanese language lacks articles and prepositions get the same amount of stress as other words within an utterance. Research Papers on Japanese language patterns differ from American English patterns19 Century Society: A Deeply Divided EraHip-Hop is ArtQuebec and CanadaAnalysis Of A Cosmetics AdvertisementComparison: Letter from Birmingham and CritoAssess the importance of Nationalism 1815-1850 EuropeThree Concepts of PsychodynamicStandardized TestingPETSTEL analysis of IndiaMind Travel