Finance for managers essay Example | Topics and Well Written Essays - 1250 words

Finance for managers - Essay Example There are generally no hassles when owned capital is employed for executing budgetary plans. But problems arise on use of debt capital. These problems of debt financing are as under: 3. Financial leverage or gearing of the capital employed affect future funding for the business. For example during periods of depressions the entities will find difficulties in raising capital through issuance of equities. On basis of study conducted by Catherine Stenzel and Joe Stenzel (page 82)2, it may be observed that irrespective of model of the budget adopted, budgets normally incorporate three mistakes that limit the scope and decision taking abilities of the entities. Those three mistakes are as under: It is seen that budgets do not align resources to strategic objectives of the firm. Budgets do not reveal the business strategies. Logically the budgets should translate the strategic goals into actionable operations in quantitative terms. But this does not happen. Budgets and strategic objective some time appear far apart in planning the use of resources. Budgets are constructed keeping in mind the resources in hand. There is no planning under budgetary process to create resources to meet strategic objectives. Entities declare mission statements and strategic objectives enthusiastically in big way. It is seen that during budgeting, very few so called flaccid budgets, that are presently in operations, care for business plans and plan activities to achieve those strategic goals. In words of Catherine Stenzel and Joe Stenzel ‘one final flaw that can reduce budgeting relevance and lead to flaccid budget centers on parochial claims to resources.’ That is to say resources under budgetary process are allocated on competitive basis and not as per preferences set out in the strategic objectivity. Conventional budgets do not describe methods for arriving at budget proposals or at allocation of funds. The methodology

Erasmus, Praise of Folly Essay Example for Free

Erasmus, Praise of Folly Essay 1.) In Joe Sachs translation of, Aristotle’s on the soul and on Memory and Recollection, we are presented with the idea that our soul is broken up in to the contemplative and the practical forms of intellect. We use our contemplative and practical intellect to identify what is good for us, so that our desires reflect our needs. Although, they both work towards the same goal, both are separate and depend on ineffable forces for success. The contemplative intellect is fueled by our curiosity for knowledge. Aristotle was a major believer in contemplation because he believed that living a contemplative life is how humans should live. A contemplative life allows humans to lead a morally sound life. The more humans engage in contemplation, the closer they are to their gods and the happier they will be. The contemplative intellect is our capacity to determine the potentiality of the practical intellect. The practical intellect is our response to our contemplation. Contemplation can prolong political disasters and prevent us from using practicality. But, we have no choice but to contemplate because to understand we must contemplate and to act morally we must be able to understand. Being able to understand is being able to grasp the potentiality of something. Misunderstanding something’s potentiality is the reason leading a practical life is more difficult. It is human nature to contemplate. Distinguishing the two intellects is tricky because Aristotle stresses that we are one soul part of a larger one. However, if it is the same soul producing practical and contemplative intellect, how can life be divided into these two things? Our individuality controls our actions. So, our contemplative is what makes us what we are and our existence is the reason we act (practical). Practicality and contemplation are distinctions within our intellect. Contemplation is to be looked at as human nature, it helps us understand. Understanding gives way to the practical intellect. These two separate intellects not only involve different unknown forces, but they also utilize different types of motion. Practical is a physical motion, while contemplation is a motion in the sense that whenever we are thinking and contemplating, we/our minds are in motion. The soul seeks truth. Contemplation leads us towards the truth, while practicality is a truth. These intellects are virtues in different parts of the soul. To acquire happiness one must have moral virtue to choose correctly and practicality to choose ‘how.’ For example, one might attain the knowledge, facts, and actuality of how to ride a bike. But, knowing those facts does not determine your potential to ride the bike. Aristotle provides an affective example, â€Å"There is something that has knowledge in the way that we say any human being is a knower, because humanity is part of the class of what knows and has knowledge, but there is also a sense in which we mean by a knower the one who already has, say, grammatical skill; and each of these is in potency but not in the same way, but the former is because his kind and his material are of a certain sort, while the latter is because he is capable of contemplating when he wants to, if nothing outside him prevents it† (417a 23-30 Aristotle). Aristotle tells us the there are different types of potentiality and actuality here. This example demonstrates a ‘knower.’ A knower would be human, know grammar, and talking (exercising knowledge). This example is important in the distinction because it describes the process and the different roles of contemplation and practicality. The contemplative intellect, in this case, would be that the knower is human and has potential without actual knowledge. The knower, with grammatical knowledge, has this knowledge but is not thinking about it. The knower would be exercising knowledge through recognizing grammatical errors in conversation, readings, etc. In the two most previous instances the knower uses their practicality intellect because their actual knowledge of the grammar is their potentiality to think and perform actions. Contemplation allows us to do, think, and imagine anything we want within out minds/soul. â€Å"†¦The soul is a being-at-work-staying-itself in the way that knowledge is, for both sleep and waking are in what belongs to the soul, and waking is analogous to the act of contemplating but sleep to holding the capacity for contemplating while not putting it to work (practical).† (412b 26-30 Aristotle). Practicality can only utilize what is physical and in front of us. Aristotle The connection between these intellects demonstrates Aristotle’s belief that every body contains a soul and the soul is not separate matter. It is a capacity, it doesn’t have a capacity and is inseparable from the body. The soul has no identity. Aristotle believes we are all individual human beings, made up of different forms and matter. But, there is one soul that is in all of us, equally. No one persons soul is ‘better’ than another’s. This is important in the distinction because contemplation takes place in the soul and practicality is what we do with the connection between our soul and body. 2. ) In Erasmus’, Praise of Folly, the character Folly is used to express Erasmus’ philosophy. Folly states that the actions of different people are foolish and she is congratulating them, she calls wisdom foolish and the fools, wise. Throughout the book Folly, with sarcasm and satire, demonstrates the main forms of folly in order to show the importance of folly. Erasmus wanted to share three main forms of folly in his writing. The first form being, the fundamental form of folly, which is the force in our life that is indescribable. This form mainly refers to religion and faith, but also the folly in any belief of a higher/greater good. The second form is the human folly. In this form, Folly mocked those who deem or consider themselves wise or philosophers. She picked on mainly prominent people, anyone who thought they were better because they knew more about something. The third form is best described by egotistical, hypocritical, and greedy folly. This form depicts the folly of the self-centeredness of humans. Erasmus as Folly illustrates how the Christians appear foolish at first, yet actually possesses true wisdom. Folly quotes the Bible repeatedly to prove her point. She uses the passages to show how folly is good. Within these passages, Folly says that the bible, values fools more than the wise. For example, Adam and Everwere forbidden to eat from the Tree of Knowledge, but they disobeyed. Thus, knowledge destroyed their happiness. Folly describes the Christian fools as those who, â€Å"squander their possessions, ignore insults, submit to being cheated, make no distinction between friends and enemies, shun pleasure, sustain themselves on fasting, vigils, tears, toil, the humiliations, scorn life, and desire only death – in short, they seem to be dead to any normal feelings, as if their spirit dwelt elsewhere than in their body† (p. 128 Erasmus). Folly deems Christians slightly mad because of their view on life, and how they are so focused on the spiritual and eternal that they barely live. Erasmus contradicts Biblical truths when he is speaking as folly and expresses that life would be meaningless without folly. Our world, especially in the United States, relies on instant gratification, but the Bible clearly teaches that those kinds of things will pass away and are not important. Erasmus challenges Biblical truths when he praises ignorance, self-loveand flattery. This goes directly against the Bible, which speaks out against these kinds of things. He explains that the piousness of Christians is madness. In the second form, Folly takes the prominent professions of her time and shows their folly. She begins with merchants, who she describes as liars and thief’s yet they are still respectable citizens. Next she attacks a grammarian, â€Å"He supposes he’d be perfectly happy if he were allowed to live long enough to define precisely how the eight parts of speech should be distinguished, something in which no one writing in Greek or Latin has ever managed to be entirely successful. And then if anyone treats a conjunction as a word with the force of an adverb, it’s a thing to go to war about† (p. 80 Erasmus). Folly describes the schools as dirty and a waste of time. He believes the teachers teach useless information, but still feel important. He goes on to poets and rhetoricians and deems their professions purposeless. The narrator’s particular target is the church, â€Å"as they roll their rock of Sisyphus and string together six hundred laws in the same breath, no matter whether relevant or not†¦.However, their self-love keeps them happy, and three syllogisms arm them enough to go straight to battle on any subject and with any man† (p. 84 Erasmus). These foolish men explain the ‘mysteries’ of life and the Bible according to themselves. Even the monks exude folly. They take vows of poverty and claim to hate money, but still take part in other vices. This form of folly reminds us to not mask ourselves to make us look better. Just because a merchant is respectable profession, doesn’t make that specific merchant respectable. If a monk gives up his money, does that mean he has no other vices? â€Å"†¦why shouldn’t I rightly be recognized and named the ‘Alpha’ of all gods, when I dispense every benefit to all alike?† (p. 19 Erasmus). Folly allows life to continue because men must become silly fools to do it. Without her, she exclaims, couples would be married, and women would not repeat childbirth. Without the pleasure Folly gives to life, it would not be worth living. Folly accuses the stoics of attempting to keep all the pleasure for themselves while commanding others to avoid it. As an example, Folly uses childhood and old age. Everyone loves children because they are foolish and innocent. Age and life experiences only fade their beauty and charm. Thus, in old age Folly recognizes a second childhood, freeing us from the worries of life. With old age comes foolishness and senility, which allows them to be happy. These silly old people are much more fun to be around, then a wise old person. â€Å"’Folly is the one thing which can halt fleeting youth and ward off the relentless advance of old age’† (p. 25. Erasmus). Folly discovers that we use passion over reason, â€Å"he (Jupiter) confined reason to a cramped corner of the head and left all the rest of the body to the passions. Then he set up two raging tyrants in opposition to reason’s solitary power: anger, which holds sway in the breast and so controls the heart†¦Ã¢â‚¬  (p. 30 Erasmus). Folly is logical, when our human nature puts passion over reason. Folly concludes her praise of folly with a comparison to Plato’s, Allegory of the Cave. A man who lived in a cave by firelight his whole life, one day saw sunlight. But, the two men that remained in the cave, who would seem foolish, are equally as happy with what they believe is real. 3.) Aristotle makes a better case for his outlook on human life. It is important for humans to feel important and feel like they belong and have a purpose. Aristotle’s idea of the one soul, not only offers a sense of unity to the human race but also deepens the mystery of our existence. It is in contemplation that we find happiness, whether we contemplate our future, our past, or the present. Human happiness is rooted in human interaction and contemplation allows us to create commonality and it develops culture. Although the truth of folly is important in understanding human incentives, it is in our intellect that we can find harmony. Folly in itself is a folly. It pokes fun at the ignorance of human lives. Being foolish is innate in our nature. When do people have the best times? When they laugh and feel enjoyment from company. Our folly makes us human, it is necessary for our happiness. Erasmus presents folly as a much more bleak and pessimistic attribute. When Aristotle describes the soul it is much more pleasing. He stresses that sources/forces like God, are ineffable. These higher powers cannot be identified or described, but to believe in it reassures us that we are meant to be here. Without this mysterious force, who are we? Why are we here? It is our nature to feel wanted and have a purpose. We attempt to find this purpose through contemplation. This is a major aspect of human life. It forces us to look deeper and attempt to act morally. Humans are at their highest potential when they contemplate. Contemplation is a completely isolated process and helps us understand and perceive the world. This ability drives us and helps us advance. In personal experience, I find it is important to really think, ponder, and contemplate the things that make me happy. I can then decide if that is a practical thing to do or if I need to change what makes me happy. For example, drugs may make someone happy in their contemplation, but is that really what they want? Erasmus and Aristotle have contrasting outlooks on life. Erasmus is very realistic, sarcastic, and satirical. While Aristotle reaffirms that it is all right to contemplate the unknown. Aristotle brings us to higher level of thinking and helps us strive for a happier and morally active life.

The Death of Innocence in The Catcher in the Rye Essay -- Catcher Rye

  Ã‚   Holden identifies with, yearns for, and despises traits of the adult and child realms. In the novel The Catcher in the Rye, by J.D. Salinger, the protagonist, Holden Caulfield, fears becoming an adult who exhibits the characteristics that he holds complaints against. Throughout this Bildungsroman narrative, Holden searches for his identity. He tries to figure out his place either in the adult or child realm. Holden possesses a combination of fear and hatred for "phonies". Holden uses this term to describe a wide range of people including shallow, superficial, fake, untruthful, or hypocritical individuals. "One of the biggest reasons I left Elkton Hills was because I was surrounded by phonies... They were coming in the goddam window." By saying, "They were coming in the goddam window," Holden implies his fear. "Phonies" scare him because they surround him; there is a hint of Anthropophobia and Claustrophobia. "Anthropophobia is an anxiety disorder characterized by an abnormal, irrational, and intense fear or dread of human companionship. Anthropophobia comes from the Greek word `anthropo' meaning `human' and the Greek word `phobos' meaning `fear' ". "Claus ·tro ·pho ·bi ·a, an abnormal fear of being in narrow or enclosed spaces [Latin claustrum, enclosed place; see cloister + -phobia.]. Holden's case of claustrophobia deals more with "phonies" encircling him and cuttin g off an escape. Holden's fear stems from the idea that their influences may turn him into a "phony". Holden hates "phonies" because of the insincerity in their actions and speech [(about Ossenburger)"... That killed me."]. He finds their fakeness annoying and criticizes the ladder from a very cynical point of view. Holden lists people whom... ...ne makes when maturing into an adult. Holden wants to protect children from falling into adulthood and catch them before its too late. Many adolescents share the same complaints with the adult world as Holden. But those complaints remain in the untainted field of the rye as each individual must let go of them and plummet to their corruption, leaving all innocence behind. Sources Consulted Bloom, Harold. Major Literary Characters: Holden Caulfield. New York: Chelsea House, 1990. Pinsker, Sanford. The Catcher In The Rye: Innocence Under Pressure. New York: Twayne Publishers, 1993. Salinger, J.D. The Catcher In The Rye. Boston: Little, Brown and Company, 1951. Wildermuth, April. "Nonconformism in the Works of J.D. Salinger." 1997 Brighton High School. 24 November 2002.   

Principles of diversity Essay

Assignment overview In this assignment you will consider best practice in promoting diversity, equality and inclusion which does not discriminate against others. You will look at relevant legislation, codes of practice and regulations governing adult social care and consider the consequences for a variety of people if these are not followed. You are asked to consider your own attitudes and beliefs and how these may impact on how you treat people and to reflect on your own practice. Tasks There are three tasks to this assignment. A Short answer questions B Leaflet C Reflective account This is a summary of the evidence required for the unit. Task Evidence Learning outcomes covered A Short answer questions 1.1, 1.2, 3.1 B Leaflet 1.3, 2.1, 2.2, 3.2, 3.3 C Reflective account 2.3, 2.4, 2.5 Task A Short answer questions Ai Explain in your own words what each term means. Give one example from care practice to illustrate your explanations. SHC 33 1.1) Diversity Diversity means variety, an example of this is society, where people very in a multitude of ways, including sex, age, sexual orientation, physical characteristics such as height, weight and skin colour, personal experiences and attributes, such as beliefs, values and preferences. Care settings  reflect the diversity of the population, an example of which is diet, some people have specific dietary needs, some may need food that is pureed due to swallowing difficulties, others may follow a vegetarian or vegan diet, people from different cultural and religious backgrounds have specific dietary needs. Equality Equality is treating people fairly regardless of their differences, ensuring that they have access to the same life opportunities. An example of this in the care setting is Ability, a lack of understanding about the needs of people with physical or mental disabilities results in them finding it difficult to make the most of life’s opportunities, an example of this in the care setting is persons not taking part in activities as they may not be suitable to their needs, this can lead to them being socially excluded, we need to ensure that there are a range of activities to suit all needs. Inclusion Inclusion is accepting everyone, regardless of difference, it is about getting rid of intolerance of difference and providing help and support where appropriate. The act of inclusion brings about a feeling of wellbeing and builds on a person’s confidence, ensuring that everyone can meet their full potential. Within a care home setting each individual has differing needs that have to be continually monitored and assessed to ensure that they are getting the most out of life for example a person’s mobility needs changing should not exclude them, they need to be given the correct level of support to take part and feel included in the day to day living that they enjoyed previously. Discrimination Discrimination is a form of prejudice, it is an attitude or way of thinking based on unfounded, unreasonable pre judgement of a person or situation, not one based on factual assessment, and it can cause a barrier that makes it difficult for a person to make progress or to achieve goals. An example of this in the care setting is not giving choice to a resident with things such as what they wish to eat if there’s only one choice for those that are in need of a pureed diet but three different meals available to other resident’s. Aii For each of the following people/groups of people, describe two different possible effects of discrimination. (SHC 33 1.1) An Individual The effects of discrimination on an individual; 1) Short term effects on an individual can include intimidation, humiliation, resentment and anger. 2) Long term effects can bring about feelings of inferiority, loss of self-worth and confidence a distrust and fear of others, leading to social exclusion. Their Families The effects on a person’s family; 1) The injustice of discrimination not only has an effect on the individual but also their family, by denying people opportunities such as education they cannot find employment or live in decent housing, this in turn leads to victims and their family’s being in deprivation, without a good standard of living. 2) Discrimination can cause the breakup of a family, this is due to the stress that is caused. Wider society The effects of discrimination on wider society; 1) Discrimination in the long term results in deprivation for whole groups in society, such as the elderly. 2) Discrimination has brought about a postcode lottery with unequal availability of services in different parts of the country. Those who discriminate The effects on those who discriminate; 1) They would be in breach of the equality act 2010 and as such in contravention of the law this can lead to both fines and imprisonment. 2) Those who discriminate show a lack of concern for others, their beliefs, culture and preferences showing a lack of concern, this in turn brings into doubt the person’s ability to care, Health and social care workers have a responsibility to provide a high level of care, anything else would be neglect. Aiii Identify three ways of challenging discrimination, and describe how each will promote change. 1)  Work place discrimination can be challenged by analysing why the person behaves in a discriminatory manor, an example may be they were brought up in an environment where labelling, stereotyping and negative prejudice were normal behaviour and so not questioned. This needs to be explored privately, for example during an appraisal where behaviour can be questioned and required changes can be agreed and recorded with their success being measured. 2) Informal discussions provide opportunity to reflect on the dire effects of discrimination, talking through these issues and imagining how it must feel to experience unfair, unjust treatment, can have powerful effects on thinking and behaviour, hence bringing about change in mind set. 3) Education is a way of challenging discrimination, ensuring that persons abide by work place policies and procedures and codes of practice including those that relate to anti-discrimination policies. Good communication skills enable discrimination to be challenged in an assertive yet encouraging way to bring about behaviour change. Task B Leaflet Bi Your work setting is running an induction course for new social care workers in an adult social care setting. Create a leaflet, which can be used to support this course. The leaflet must include the following: a) A description of the legislation and codes of practice relating to diversity, equality, inclusion and discrimination. b) An explanation of the possible consequences for individuals, social care workers and others if the legislation and codes of practice are not followed. c) A description of how inclusive practice can promote equality and support diversity. d) An explanation of how to support others to promote diversity, equality and inclusion. Leaflet enclosed. Bii Give two examples of how you could raise awareness of diversity, equality and inclusion. (SHC 33 1.1) 1) Training and discussion; Training and discussion in one to one meetings or groups of staff, raise awareness of equality, diversity and inclusion. The more they will engage in discussion and obtain training about this issue the more they will learn and be aware of it and also put it in to their everyday practice. 2) Through providing leaflet, information and policies and procedures; Providing leaflets and sufficient information regarding diversity and equality will raise awareness to a social care worker by having knowledge about it. It also helps them to know about the consequences if agreed ways of working are not followed. Task C Reflective account (SHC 33 2.2) Ci Write a reflective account describing: †¢ How your personal preferences, attitudes, heritage and beliefs might impact on working practice. †¢ How to ensure that your own practice is inclusive and respects the beliefs, culture, values and preferences of individuals. Suggested word count: 500 – 700 words (Enclosed as separate document) Cii Write a brief account that describes examples of inclusive practice. Inclusive practice, is about attitudes, approaches and strategies taken to ensure that people are not excluded or isolated. An examples of this would be; show respect, regardless of a person’s age, sex, sexual orientation race and ability, with regard to their believes, culture , values and preferences. It is good to model care on Principles of care that promote inclusive work practice, letting personal preferences shape the way you work, supporting individuals in retaining their cultural dignity, such as how they choose to dress and maintain their personal hygiene. Respect the need to maintain confidentiality of personal and sensitive information, ensure that persons are not disadvantaged but can access equal opportunities for example by making sure they receive help and support that is appropriate for their needs. (SHC 33 3.1, 3.2) Ciii Write a brief account that describes practice, which excludes the individual and is discriminatory. Taking away a person’s personal preferences can excluded the individual and the care worker would not be demonstrating ‘inclusive practice’, examples of this would be denying someone the opportunity to worship in the way their religion dictates this would be excluding them, a person not being given the chance to choose what to wear takes away from their right to equality and may impact on their cultural dignity. Not allowing for a person’s dietary requirements an example of this might be a vegetarian not being able to have the same amount of choices as a person who eats meat. A person who needs to use a wheelchair could be excluded from taking part in an activity due to problems with access this would cause them to be disadvantaged and discriminated against. By not using the person cantered approach within health and social care you would not be following best practice leading to people being denied their freedom and this is a form of neglect and may be see n as abuse.

Defence Mechanisms in Guajiro Personality and Culture Essay

Defence is all efforts of the ego to render inoperative and instinctual wish or impulse. The instinctual object choice produces neurotic anxiety because it clashes with the superego, which arises from the internalisation of the parent’s moral values. Defences protect the individual from experiencing anxiety either by detaching the forbidden wish from conscious awareness or by distorting or falsifying its true meaning. Several methods were used in collecting data for this study. Structured methods of observation and interviewing were used to gather information relevant to behavioural systems having transtructural significance, such as sex, aggression, and responsibility. Rorschach and TAT tests were administered to supplement these data and to aid in uncovering elements and relationships in the personality that were not readily observable, especially in the areas of affective behaviour, cognitive organization and defensive functioning. This study called â€Å"Defence Mechanisms in Guajiro Personality and Culture† by Lawrence C. Watson conducted with Guajiro Indian subjects came up with exceptional results. Some general characteristics of defence mechanisms in the Guajiro society were found: * All of the basic defence mechanisms are present but some are more important than others. * All defence mechanisms assume a well-defined culturally defined form. * Defence mechanisms cluster around a few systems of behaviour that are most conflict-ridden culture. * Variations in the deployment of psychic defences are, to a degree, a function of a person’s age, sex, occupation and class position. * There is a basic continuity in defence functioning from one stage to another in the life cycle of the individual. This study shows that defence mechanisms formulated by Freud have widespread, if not universal occurrence in human personality processes, irrespective of variations in cultural context. It also shows that in every unique social setting, cultural factors determine the form in which defensive behaviour comes to be expressed. This study also gave the result which says that defence functioning must be studied in relationship to other prevailing modal personality factors (e.g., superego strength, level of emotional control, etc.), since it is quite  likely that certain defensive properties will be found only if they are compatible with these other elements.

Group Case Study

Group Case Study Group Case Study Abstract Our group’s name is â€Å"Graceful Youth Group†. We started the group last year with other two members because of having a common goal to achieve. We acquired other members from the community after them agreeing to work upon the goal and the objectives of the group. Having leadership qualities was one of the regulation upon which we acquired new members. The members of the group also agreed to work with a cordial relationship to avoid unnecessary conflicts that may arise. After the formation of the group, which consisted of fifteen individualities, we conducted a walk across the community to ensure that every member of the group had a prior knowledge of the community as a whole. Introduction In our community, there has been a vast exhibition of soil erosion, with its impact on the people of the community far reaching. Therefore, as the members residing in the community, this triggered us to form a group, which could see us addressing the problem of soil erosion. In the process of establishing our goals, we realized that there were other problems hindering development in our community. We decided that the group was to be there for any problem that may hinder development in our community. Type of group Neither was the group established on the grounds of gender discrimination, nor was it based on age discrimination. Guarantee for membership was there for any focused member of the society: be it a girl or a boy, old or young. Being that our group’s objectives were a beat many, we had to consider having twenty members in our group (Hardina, D., 2006). Our goals Our group formation was mainly steered by the motives of a better community. Therefore, our main goal in forming the group was to see that there was a greater deal of development in the community. The members, having their community in mind, agreed unanimously that developing the community was there goal. Role of individual members Every member has a role to play in ensuring that there is achievement of group’s goals. Each member is like a brother’s keeper. They give counseling to members who seem to be going astray as per the group’s objectives. They also ensure that every member is present at any group’s meeting even though we still experience some cases of individuals coming late for the meetings. Leadership style The group members designed the leadership style of in such a way that every member feels that he is a leader. Leadership position goes in cycle around a group of four, considering gender and age. The group leads for one month then another group of four takes their shift for another month. We found this suitable because every member has his own leadership quality, therefore leadership going in cycle helps in having diversity of opinions. Integrating the different leadership qualities lead to a positive outcome. This also helps do away with the problem of discrimination based on gender or age. Management of conflicts Conflict is inevitable among human so we sited some possible solution for management of conflict whenever they arise. Members are ready to treat every conflict that arises in the group in a special way. Conflict mainly arises when group members differ in their opinions. Therefore, as a group we have resolved that when there is a meeting everybody should have their chances in raising their opinions. Members then find a way of integrating the points so that every member feels part of the opinion. With members having the brotherly feeling towards one another, it is not easy to find members fighting among themselves (Rahim Afzalur, 2011). Conclusion Focus of the members on achieving their goals, is a clear indication that the group will never show any kind of resentment. They exhibit the spirit of togetherness in their work, which eventually will see them through in achieving their goals. The result will be more different if the members of the group do not address factors, like lateness. For the group to continue being successful, I propose that they include development of other nearing communities in their goal. This will help them to be more focused and in achieving their goals in wider area.

Pepsi Coke Challenge Lab Report Essays

Pepsi Coke Challenge Lab Report Essays Pepsi Coke Challenge Lab Report Paper Pepsi Coke Challenge Lab Report Paper The second one was hat there is no difference between brushing your teeth and not brushing your teeth, within the last thirty minutes, in their ability to distinguish between Pepsi and Coke. After doing the test and performing the necessary calculations on the chi-squared test, I found out that a greater amount of people who brushed were able to correctly identify the cola products. INTRODUCTION: If you were given a blind taste test and asked to distinguish between two products, how confident do you think you are in telling the products apart? In my Biology 141 class, we did the Pepsi/Coke Challenge and that challenge was simply about vying individuals a blind taste test, and asking them to distinguish between Pepsi and Coke. There are many reasons why reasons people perform blind test. These test can be sent, smell, feel or taste. In marketing, a blind taste test is used as a tool for companies to see how they can improve their product. It is also used as a tool for companies to develop their brand. For example, many restaurants select random people to taste their food, so that they would know which dish needs more improvement. The results of these tests are not always the same. This is because there are some people who may use those products very frequently, so they are more likely to tell the difference between the two products. On the other hand there are those people rarely use the product, so they will have a harder time distinguishing between the product and they are more likely to get it wrong. Then there are those people who are stuck between the two extremes who uses the product often enough, but they are unsure. However, I know that brushing your teeth and drinking or eating right after causes whatever you are eating or drinking to taste funny. Knowing this, the question I ask is, Is there a difference between brushing your teeth and not brushing your teeth, within the last thirty minutes, affect their ability to distinguish between the Cola products Pepsi and Coke? HI : There is a difference between brushing your teeth and not brushing your teeth, within the last thirty minutes, in their ability to distinguish between Pepsi and Coke. H2O: There is no difference between brushing your teeth and not brushing your teeth, within the last thirty minutes, in their ability to distinguish between Pepsi and Coke. If there is a difference between brushing your teeth and not brushing your and Coke, then there will be a difference in the percent that each group correctly identifies the colas in a blind test. METHODS: In order to get accurate results in our Pepsi/Coke Challenge blind test, the Biology 141 class disguised each can by wrapping aluminum foil over the entire can. We then decided to only ask fifteen students who attend the University of the Virgin Island on SST. Thomas campus to participate in our challenge. Before leaving the lab, the class was split into two groups, Comparison or Single Cola (which was Pepsi). The Comparison group gathered thirty cups, so that the participants wouldnt reuse the same cup and alter the taste by mixing the two products, fifteen questionnaire forms, an ice bag, ice three Coke cans and three Pepsi cans. The Single Cola group gathered fifteen cups, fifteen questionnaire forms, an ice bag, ice, and three Pepsi cans. We placed the cans that werent being used as yet into the ice bag until the one can being used was empty. Before giving the students the products to taste, we had them fill out the questionnaire that had questions such as, Did you take this test today? Have you eaten anything recently? Have you brushed your teeth within the last thirsty minutes? Which cola product do you like best out of Pepsi and Coke? How confident are you in distinguishing between the two cola products? If any student reported that they had taken the report earlier that day, we eliminated them and selected someone else who hadnt to fill their position. After asking the fifteen students, we then went back to the lab to record our finding on a spreadsheet. RESULTS: For our Pepsi/Coke Challenge, there were two hundred and thirty six people who did the test. Of he two hundred and thirty six people, fifty six people who brushed and seventy people who didnt brush identified the Cola products correctly. Everyone in the people who brushed section correctly identified the product, but one hundred and ten people in the didnt brush section got the test wrong. This represents 100% of the people who did brush and 38% of the people who didnt brush. After performing a Chi Square test, we saw that there was a greater percentage of people who couldve identified the product were the ones who brushed (SD 64. 1, chi-square = 3. 841, 1 degree of freedom). Figurer: A greater percent of people who brushed correctly identified the products. DISCUSSION: A greater amount of people who brushed were able to correctly identify the cola products. From the values given from the chi- squared test, this implicates that there is a difference between brushing your teeth and not brushing your teeth, within the last thirty minutes, in their ability to distinguish between Pepsi and Coke. Knowing this, I know that my second hypothesis, There is no difference , is incorrect and can be eliminated. The differences found in this test may be that the people who brushed may eave a cleaner mouth so they were more capable to tell which product was Pepsi and which one was coke. Most participants were able to tell the difference between Coke and Pepsi because they probably drink these cola products frequently. There were other people who knew the difference because they only drank Coke since they did not like the taste of Pepsi and vice-versa. Other people were able to tell the difference just by smelling it because they said that Pepsi had a sweeter scent. Since we only tested VI students, the results may vary if we were to do this challenge on another set of individuals.