Create a Database Using Delphis File Of Typed Files

Create a Database Using Delphi's File Of Typed Files Simply put a file is a binary sequence of some type. In Delphi, there are three classes of file: typed, text, and untyped. Typed files are files that contain data of a particular type, such as Double, Integer or previously defined custom Record type. Text files contain readable ASCII characters. Untyped files are used when we want to impose the least possible structure on a file. Typed Files While text files consist of lines terminated with a CR/LF (#13#10) combination, typed files consist of data taken from a particular type of data structure. For example, the following declaration creates a record type called TMember and an array of TMember record variables. type   Ã‚  TMember record   Ã‚  Ã‚  Ã‚  Name : string[50];  Ã‚  Ã‚  Ã‚  eMail : string[30];  Ã‚  Ã‚  Ã‚  Posts : LongInt;  Ã‚  end;  var Members : array[1..50] of TMember; Before we can write the information to the disk, we have to declare a variable of a file type. The following line of code declares an F file variable. var F : file of TMember; Note: To create a typed file in Delphi, we use the following syntax: var SomeTypedFile : file of SomeType The base type (SomeType) for a file can be a scalar type (like Double), an array type or record type. It should not be a long string, dynamic array, class, object or a pointer. To start working with files from Delphi, we have to link a file on a disk to a file variable in our program. To create this link, we must use AssignFile procedure to associate a file on a disk with a file variable. AssignFile(F, Members.dat) Once the association with an external file is established, the file variable F must be opened to prepare it for reading and writing. We call Reset procedure to open an existing file or Rewrite to create a new file. When a program completes processing a file, the file must be closed using the CloseFile procedure. After a file is closed, its associated external file is updated. The file variable can then be associated with another external file. In general, we should always use exception handling; many errors may arise when working with files. For example: if we call CloseFile for a file that is already closed Delphi reports an I/O error. On the other hand, if we try to close a file but have not yet called AssignFile, the results are unpredictable. Write to a File Suppose we have filled an array of Delphi members with their names, e-mails, and number of posts and we want to store this information in a file on the disk. The following piece of code will do the work: var   Ã‚  F : file of TMember;  Ã‚  i : integer;begin   AssignFile(F,members.dat) ;   Rewrite(F) ;   try   Ã‚  for j: 1 to 50 do   Ã‚  Ã‚  Write (F, Members[j]) ;   finally   Ã‚  CloseFile(F) ;   end;end; Read from a File To retrieve all the information from the members.dat file we would use the following code: var   Ã‚  Member: TMember   Ã‚  F : file of TMember;begin   AssignFile(F,members.dat) ;   Reset(F) ;   try   Ã‚  while not Eof(F) do begin   Ã‚  Ã‚  Read (F, Member) ;   Ã‚  Ã‚  {DoSomethingWithMember;}   Ã‚  end;  finally   Ã‚  CloseFile(F) ;   end;end; Note: Eof is the EndOfFile checking function. We use this function to make sure that we are not trying to read beyond the end of the file (beyond the last stored record). Seeking and Positioning Files are normally accessed sequentially. When a file is read using the standard procedure Read or written using the standard procedure Write, the current file position moves to the next numerically ordered file component (next record). Typed files can also be accessed randomly through the standard procedure Seek, which moves the current file position to a specified component. The FilePos and FileSize functions can be used to determine the current file position and the current file size. {go back to the beginning - the first record} Seek(F, 0) ; {go to the 5-th record} Seek(F, 5) ; {Jump to the end - after the last record} Seek(F, FileSize(F)) ; Change and Update Youve just learned how to write and read the entire array of members, but what if all you want to do is to seek to the 10th member and change the e-mail? The next procedure does exactly that: procedure ChangeEMail(const RecN : integer; const NewEMail : string) ;var DummyMember : TMember;begin   {assign, open, exception handling block}   Seek(F, RecN) ;   Read(F, DummyMember) ;   DummyMember.Email : NewEMail;   {read moves to the next record, we have to   go back to the original record, then write}   Seek(F, RecN) ;   Write(F, DummyMember) ;   {close file}end; Completing the Task Thats it- now you have all you need to accomplish your task. You can write members information to the disk, you can read it back, and you can even change some of the data (e-mail, for example) in the middle of the file. Whats important is that this file is not an ASCII file, this is how it looks in Notepad (only one record): .Delphi Guide g Ã’5 ·Ã‚ ¿Ãƒ ¬. 5. . B V.LÆ’ ,„ ¨.delphiaboutguide.comà .. à §.à §.à ¯..

Consequences of the Conquest of the Aztecs

Consequences of the Conquest of the Aztecs In 1519, conquistador Hernan Cortes landed on Mexicos Gulf coast and began an audacious conquest of the mighty Aztec Empire. By August of 1521, the glorious city of Tenochtitlan was in ruins. The Aztec lands were renamed New Spain and the colonization process began. Conquistadors were replaced by bureaucrats and colonial officials, and Mexico would be a Spanish colony until it began its fight for independence in 1810. Cortes defeat of the Aztec Empire had many ramifications, not the least of which was the eventual creation of the nation we know as Mexico. Here are some of the many consequences of the Spanish conquest of the Aztecs and their lands. It Sparked a Wave of Conquests Cortes sent his first shipment of Aztec gold back to Spain in 1520, and from that moment, the gold rush was on. Thousands of adventurous young Europeans - not only Spanish - heard tales of the great riches of the Aztec Empire and they set out to make their fortune just like Cortes had. Some of them arrived in time to join Cortes, but most of them did not. Mexico and the Caribbean soon filled with desperate, ruthless soldiers looking to take part in the next great conquest. Conquistador armies scoured the New World for wealthy cities to loot. Some were successful, like Francisco Pizarros conquest of the Inca Empire in western South America, but most were failures, like Panfilo de Narvaez disastrous expedition to Florida in which all but four men out of over three hundred died. In South America, the legend of El Dorado - a lost city ruled by a king who covered himself in gold - persisted into the nineteenth century.  Ã‚  Ã‚   The Population of the New World was Decimated The Spanish Conquistadors came armed with cannons, crossbows, lances, fine Toledo swords and firearms, none of which had ever been seen by native warriors before. The native cultures of the New World were warlike and tended to fight first and ask questions later, so there was much conflict and many natives were killed in battle. Others were enslaved, driven from their homes, or forced to endure starvation and rapine. Far worse than the violence inflicted by the conquistadors was the horror of smallpox. The disease arrived on the shores of Mexico with one of the members of Panfilo de Narvaez army in 1520 and soon spread; it even reached the Inca Empire in South America by 1527. The disease killed hundreds of millions in Mexico alone: its impossible to know specific numbers, but by some estimates, smallpox wiped out between 25% and 50% of the population of the Aztec Empire. It Led to Cultural Genocide In the Mesoamerican world, when one culture conquered another - which happened frequently - the winners imposed their gods upon the losers, but not to the exclusion of their original gods. The vanquished culture kept their temples and their gods, and often welcomed the new deities, on the grounds that their followers victory had proven them strong. These same native cultures were shocked to discover that the Spanish did not believe the same way. Conquistadors routinely destroyed temples inhabited by devils and told the natives that their god was the only one and that to worship their traditional deities was heresy. Later, Catholic priests arrived and began burning native codices by the thousands. These native books were a treasure trove of cultural information and history, and tragically only a few battered examples survive today. It Brought Forth the Vile Encomienda System After the successful conquest of the Aztecs, Hernan Cortes and subsequent colonial bureaucrats were faced with two problems. The first was how to reward the blood-soaked conquistadors who had taken the land (and who had been badly cheated out of their shares of the gold by Cortes). The second was how to rule large swaths of conquered land. They decided to kill two birds with one stone by implementing the encomienda system. The Spanish verb encomendar means to entrust and the system worked like this: a conquistador or bureaucrat was entrusted with vast lands and the natives living on them. The encomendero was responsible for the safety, education and religious well-being of the men and women on his land, and in exchange, they paid him with goods, food, labor, etc. The system was implemented in subsequent conquests, including Central America and Peru. In reality, the encomienda system was thinly-disguised slavery and millions died in unspeakable conditions, particularly in mines. The N ew Laws of 1542 tried to rein in the worst aspects of the system, but they were so unpopular with colonists that Spanish landowners in Peru went into open rebellion. It made Spain a World Power Before 1492, what we call Spain was a collection of feudal Christian Kingdoms which could barely put aside their own squabbling long enough to oust the Moors from Southern Spain. One hundred years later, a united Spain was a European powerhouse. Some of that had to do with a series of efficient rulers, but much was because of the great wealth flowing into Spain from its New World holdings. Although much of the original gold looted from the Aztec Empire was lost to shipwrecks or pirates, rich silver mines were discovered in Mexico and later in Peru. This wealth made Spain a world power and involved them in wars and conquests around the globe. The tons of silver, much of which was made into the famous pieces of eight, would encourage Spains Siglo de Oro or golden century which saw great contributions in art, architecture, music, and literature from Spanish artists.   Sources: Levy, Buddy. . New York: Bantam, 2008. Silverberg, Robert. The Golden Dream: Seekers of El Dorado. Athens: the Ohio University Press, 1985. Thomas, Hugh. . New York: Touchstone, 1993.

Sales training Essay Example | Topics and Well Written Essays - 750 words

Sales training - Essay Example Three different power points will be created for the morning session, after break session and after lunch lecture. The first power point will cover the definition of sales, its goals, roles, direction and the focus of selling. This will be accomplished with a minimum of 25 slides with comprehensive speaker notes at the bottom. A minimum of 5 images must be used to show marketing dialogue, the role of sales and any related topic idea. The second power point will outline and map the sales process and images depicting models of selling will be included. For the last session, the power point presentation will cover, in a minimum of 15 slides a reflection of the video that will be used to induce hands-on experience in selling (Amy 79). All power points will be colorful and animated and questions must be used at each stage to evoke critical thinking from trainees. A laptop, projector and white board will be availed for the purpose of this training session. Video A sales marketing video wil l be obtained from youtube.com and will be availed in the last session. The video will cover field marketing and will present different scenarios that are likely to be experienced during training. Person to person sales and making sales in a conference will be two scenarios that will be captured in the video. The CD will be provided and played through the laptop. Evaluating the Learners After the three lecture sessions, a questionnaire will be handed to the trainees and they will be required to respond to the questions. Questionnaire method is superior in obtaining quick responses from the trainees as all of them respond at the same time. The questionnaire will test on the sales skills that the learner acquired and the possible methods of tackling specific problems in the marketing field. The test will continue a marketing scenario to test the learner abilities to employ effective marketing approaches in different marketing situations. Guidance Session Timing Trainer Guidance Traine e Guidance Lesson 1 1 hour 30 minutes Must emphasize definition, and mechanics of selling. questionss in power points must be asked to student. Remain interesting, use speaker note to explain Take notes, participate, ask questions Lesson 2 1hr 30 minutes Outlining and mapping of sales covered Refer to Ppt speaker notes Use questions at each point Engage learners Trainees get back to their seating positions. Note taking of crucial points Lesson 3 1hr 30 minutes The teacher will play the video twice, and then use the power point to reflect on the video. Interactive questions. Every trainee presents their opinion on the scenarios depicted in the movie Note the various key skills in marketing The timeline of the lesson will be reviewed after the first lesson. It may be wise to reduce the time for the second session and increase that of the last session as the interactive session is expected to take more time. Formative Revisions Formative revisions help to obtain information to help str eamline the instructional methods (Tuttle 122). During the instruction process, a critical observation of the training session will be engaged. The time taken to deliver the whole content designed for each lesson will be assessed. Also, the participation of the trainees will be engaged and

Study of on-line marketing of banking and financial services Essay

Study of on-line marketing of banking and financial services - Essay Example This study undertakes an examination of online banking services, in order to assess their provision in different countries, specifically Taiwan, Hong Kong and China. The interactive media, i.e, the websites of different banks are the subject of this study, in order to assess how effective they are in encouraging customers to avail of online banking and financial services. Bank websites are very important marketing tools and how attractively they are designed will impact upon customer usage. The objective in this research study is to see how effective bank websites are as marketing tools to promote online use of banking and financial services. While providing online banking may have initially distinguished some banks and set them apart, providing them with a competitive edge in a global economy, the service is now becoming widespread. More and more people even in developing countries such as China, are gaining access to the Internet, hence the novelty factor of online banking may soon wear out and the quality of the online experience is likely to shape customer perception of service. Therefore, this research study seeks to assess the comparative efficacy of different bank websites as marketing tools.

Children’s Technology Usage Essay Example for Free

Children’s Technology Usage Essay When was the last time you truly spent time with your child? When was the last time your child ACTUALLY talked to you? Most parents honestly can’t answer that question or have to really think about it. Children nowadays depend on technology to get them through their lives. Spending too much time glued to technology causes kids to have no human interaction skills, it exposes them to inappropriate content and most importantly it poses serious health risks. As parents it is their responsibility to put restrictions on the technology their children are using. Children who are constantly communicating via technology are losing vital human interaction skills. Vincent Nichols once stated; â€Å"Were losing social skills, the human interaction skills, how to read a persons mood, to read their body language, how to be patient until the moment is right to make or press a point. Too much exclusive use of electronic information dehumanizes what is a very, very important part of community life and living together†. (Vincent Nichols. (n.d.). BrainyQuote.com). This quote is a great summary of the future of our children. Do they know how to hold an actual conversation, how to present themselves, how to read body language? When texting you can’t tell someone’s tone of voice and you don’t have to deal with confrontation. How will children attend job interviews if they don’t know how to interact with people in person? These are the fears that every parent should have for their child. Not to mention that there is a complete absence of family time. Families now are not nearly as close as they have been in past generations. Children will lose the ability to express their feelings, they will not be comfortable talking about problems with their parents and siblings will not be as close. Limiting the amount of time that children spend with technology and enforcing technology free times will help promote family time and interaction with people. To add to the lack of human interaction skills, the amount of inappropriate con tent that can be accessed by children is endless. Parents are aware of what images there are on the internet and how easy it is to access them. Children have rather curious minds and the information they could attempt to access is endless. Most times they don’t even have to search inappropriate content; it is right in front of them through  commercials, pop up ads and friends. Everything from sexual content, to body image, to drugs and alcohol, and even to violence is out there for them to access. Putting restricts on what children search, watch and download will help limit their exposure to such content. Having access to these types of content at such young ages will cause serious health risks now and later in life. Putting restrictions on what children can view is simple to do. Most cable companies, phone providers and internet providers have guidelines and support to help parents place restrictions on what their children can search and watch. Finally, excess time spent using technology can lead to serious health risks. Often obesity is the only risk that people associate with too much time spent on technology such as video games, TV, and cell phones. However, the health risks go far beyond obesity. While it is true that too much screen time is known to decrease the amount of physical activity a child partakes in it is not the only risk. Young girls who are already self conscious of their looks can find entire internet societies that brainwash them into thinking they need to be a picture perfect twig and teach them how to become one through anorexia and bulimia. Also, dependency on technology and always being in the now causes sleep disorders, stress and anxiety. Lack of sleep can cause mood disorders and the affects of stress and anxiety in young children can carry with them into their teenage and adult years making it more difficult to recover from. Drugs and alcohol and often glorified and young teens think that they need to do them to be cool causing addiction, overdose, and even death. Making sure that their children are healthy and safe should be a parent’s main concern. Placing restrictions on technology will help ensure that their children stay alive. As parents it is their responsibility to put restrictions on the technology their children are using. What kind of future do parents want for their children? Parents now are already at a disadvantage of raising their children in an era full of technology. They have their work cut out for them to make sure that their children are not dependent on technology and that they learn human interaction skills. Keeping their children protected from the inappropriate content and ensuring that their children do not suffer from mental and physical health problems as a result of technology should be every parent’s priority. Every parent should be placing restrictions on when and what their children are using technology for. References: Vincent Nichols. (n.d.). BrainyQuote.com. Retrieved September 22, 2014, from BrainyQuote.com Web site: http://www.brainyquote.com/quotes/quotes/v/vincentnic532641.html

Alcoholism and Angelas Ashes :: essays research papers

Alcoholism and Angela’s Ashes Alcoholism is one of the most common disorders in the world today. It is a disease, a sickness that harms the body and the mind in the most violent ways possible. The body is racked by a need to suffice its desire, and this leads addicts to do anything to get the alcohol into their systems. In Angela’s Ashes, alcoholism is a major theme, and becomes the destroyer of the families and loved ones that are involved. In Angela’s Ashes, the father Malachy is inflicted with the disease of alcoholism, and his need for the drink leads him to use his paycheck to buy alcohol instead of using it for the basic needs of his family. Countless times, Malachy’s alcoholism harms or gets in the way of his family. Not only this, but Malachy is blind to what his behavior is doing to his family. Because he does not use his money on food for his family, they are forced to beg and accept help from friends and strangers—and yet he is too proud to admit this. Repeated instances such as when he asked the RIAA person for enough money just for one pint—when the money was supposed to be for a cab to get he and his son back to the station without having to walk. Or even when his first child was born and he was too drunk for the hospital staff to interpret what he was saying he wanted to name his son. There are too many of the same repeated episodes—he gets a job, brings home money at fir st, then just stops altogether and uses it at the pub, he gets fired from his job, and his family is worse off now, they are forced to move or live off the kindness of others. It’s the same cycle over and over again. Lives are lost along the way—the innocents, the children. And still Malachy depends on the drink. He is a constant disappointment—and spirals the family deeper and deeper into poverty over the years, mainly because of his addiction. Alcoholism is a terrible disease that can happen to anyone, and the person might not even notice it until the addiction is at its worst. In Angela’s Ashes, Malachy’s alcoholism ruins his family’s chance for a happy life, and he doesn’t even seem to care, as long as he has his alcohol everything seems fine.

Retention Rate of First Generation College Students

A first coevals college pupil is a pupil for whom both parents or defenders have a high school instruction or less and have ne'er begun a postsecondary grade ( Inkelas, Daver, Vogt, & A ; Leonard, 2007 ) . These pupils are at a disadvantage of obtaining at least a unmarried man ‘s grade because they are a bad population for dropping out of college. At four-year establishments, first-generation college pupils have a 23 % opportunity of dropping out of school before their 2nd twelvemonth compared to 10 % of pupils whose parents held a unmarried man ‘s grade ( Tym, McMillion, Barone, & A ; Webster, 2004 ) . Controling for factors associated with non returning, such as delayed registration after high school, working full-time, low fiscal assistance, gender, race, and ethnicity, first-generation position was still a important index of a pupil go forthing before their 2nd twelvemonth ( Choy, 2001 ) . This is a societal and economical job because a huge bulk of occupations today require some kind of postsecondary instruction, whether it be a unmarried man ‘s grade or higher. Several factors are thought to act upon keeping rates in college. Troubles in cultural, psychosocial, and cognitive transitioning are the major factors ( Hertel, 2002 ; Pascarella, Pierson, Wolniak, & A ; Terenzini, 2004 ; Pike & A ; Kuh, 2005 ; Terenzini, Springer, Yaeger, Pascarella, & A ; Nora, 1996 ) . This paper discusses the function of educational intercessions in the keeping of first-generation college pupils and the best clip to implement these plans. The advantage of implementing intercessions early is thought to be the betterment of keeping rates of first-generation college pupils.Transitioning TroublesTraditional pupils are at a higher rate of achieving a grade compared to their first-generation pupil equals. Research workers questioned why this may be and sought to happen indispensable factors that play a function in the deficiency of success in first-generation college pupils. A general premise is that parental instruction is a major influence on a pupil ‘s pick t o go to college and the pupil ‘s finding to make good. The hazard of going college within the first twelvemonth, irrespective of the ground, was cited to be 71 % higher for first-generation college pupils than pupils with college-educated parents ( Ishitani, 2003 ) . Although this determination supports a higher per centum of bead outs than those of Choy ( 2001 ) and Tym et Al. ( 2004 ) , the consequences from all three surveies are comparable ; they investigated how first-generation college pupils are at least twice every bit likely to drop out of school as their traditional pupil equals. Martinez, Sher, Krull, and Wood ( 2009 ) assessed the features and experiences of pupils that are most prognostic of abrasion, or non-enrollment. They examined how different factors interact with being a first coevals pupil. This survey, with 28.7 % of the participants being first-generation pupils, hypothesized that abrasion factors both moderate and intercede the consequence of parental instruction on a pupil ‘s abrasion from college. A moderator influences the strength of the relationship between first-generation pupils and their hazard of abrasion. In this survey, GPA was found to be the lone moderator or circumstance among all the factors that made a difference ( Martinez et al. , 2009 ) . Bing a first-generation college pupil is a bigger hazard if GPA is hapless. Mediators explain how the relationship between first-generation college pupil position and hazard of abrasion occurs. ACT scores, support, and GPA each acted as go-betweens ; each of these factors was related to parental instruction every bit good as abrasion ( Martinez et al. , 2009 ) . Since go-betweens are the most influential in explicating why low parental instruction leads to a greater hazard of abrasion for first coevals pupils, this survey preludes how parental instruction can impact a first-generation college pupil ‘s passage to college culturally, psychosocially, and cognitively. Making the passage from high school to college can be hard for anyone. It is particularly hard for those pupils who are both first-generation and place as a minority race or ethnicity. Passage can be hard due to a separation from close household and friends ( Garcia, 2010 ) . These pupils may besides happen problem appreciating what the college has to offer because they typically come from households with low income and work at least parttime to pay for their instruction. Martinez et Al. ( 2009 ) found that first-generation college pupils had more scholarships and loans, but a deficiency of support from nest eggs and familial parts. It is of import to observe here that their findings contrast what was antecedently found about parental instruction being an index of abrasion. Lack of scholarship was found to be a more precise index of abrasion than lower parental instruction ( Martinez et al. , 2009 ) . One manner to extinguish the arrangement of a fiscal position label upon a pupil is through successful cultural transitioning. First-generation females and minorities populating on campus tended to be more engaged in the establishment ( Pike & A ; Kuh, 2005 ) . This determination can be slightly deceptive since most first-generation pupils tend to populate off-campus and at place. A 2nd constituent of the cultural passage is the discrepancies in an apprehension of the basic cognition of postsecondary instruction. A clear line is drawn that establishes how first-generation college pupils view college as opposed to second-generation and other traditional pupils. First-generation college pupils saw the school ‘s environment as scholarly and less as an chance for occupational readying ( Terenzini et al. , 1996 ) . These pupils see their parents as life socioeconomically stable lives without a college grade and think that they can be merely like them. Hertel ( 2002 ) points out that for traditional college pupils, parents who went to college base on balls on cognition about the college civilization. This cognition has seemed to diminish abrasion rates in college. On the other manus, some first-generation college pupils have reported that they felt like two different people- 1 at place and one at college ( Bryan & A ; Simmons, 2009 ) . These pupils are divided between household and friends back place who are minimally educated and equals who portion in the wealth of cognition gained through college. The 2nd factor explicating why first-generation college pupils typically do non prevail in postsecondary instruction is trouble in a psychosocial passage. First-generation college pupils populating off campus and working happen it hard to acquire involved in extracurricular activities and meeting with other pupils and module ( Pascarella et al. , 2004 ) . These consequences support what was found in earlier research. Second-generation college pupils were cited to hold had higher societal accommodations due to back up, more cognition about college, and had a greater focal point on college activities ( Hertel, 2002 ) . These pupils typically live on campus and are concentrating on their academe, instead than working. Populating on campus allows traditional pupils to run into with module more readily. This can transfuse ideas of handiness and support from the module. Unfortunately for first-generation college pupils, they do non see module as being concerned for pupil development and instruction ( Terenzini et al. , 1996 ) . This is troublesome because pupils who feel welcomed and can interact freely with their professors are the 1s who hold a higher involvement in the establishment and their academic success. First-generation college pupils are at a disadvantage in transitioning psychosocially and face the hazard of institutional abrasion. Cognitive transitioning for first-generation college pupils is the 3rd factor in finding the attainment of a college grade. A successful cognitive passage requires academic readying and college aspirations ( Martinez et al. , 2009 ) . Pascarella et Al. ( 2004 ) found that a first-generation college pupil ‘s academic readying could be assessed by ACT tonss, a standardised step of reading and critical thought. Martinez et Al. ( 2009 ) found that first-generation college pupils had lower ACT tonss compared to their traditional-student equals. This is merely one manner of demoing how first-generation college pupils are less prepared academically for college. First-generation pupils seem to hold a more hard clip being academically successful and have less motive to prevail in gaining a grade. Degree programs and future aspirations of first-generation college pupils varied greatly from second-generation and traditional college pupils. First-generation pupils would prefer to take easier classs instead than 1s that may suggest a challenge. Compared to their traditional equals, first-generation college pupils were more likely to take pre-professional classs and less of the humanistic disciplines and societal scientific disciplines ( Terenzini et al. , 1996 ) . Pike and Kuh ( 2005 ) farther observed this phenomenon that pupils ‘ educational aspirations improved with positive perceptual experiences of the college environment. Both perceptual experiences of the college and the environment and integrating were straight related to additions in acquisition and rational development ( Pike & A ; Kuh, 2005 ) . Pascarella et Al. ( 2004 ) noted th at first-generation college pupils made smaller additions in the highest grade they planned to obtain. This may be due to the fact that second-generation pupils may be more cognizant of the function advanced grades play in the labor-market. All of these surveies examined how of import a successful cognitive and academic passage can be for the success and possible keeping of first-generation college pupils.Educational InterventionsFirst-generation college pupils can increase their opportunities of keeping and having a grade if they are exposed to academic resources provided by the college. The intent of these resources is to assist better fix first-generation college pupils for college preparedness. College preparedness involves understanding pupil features and accomplishments within the context of college ( Byrd & A ; MacDonald, 2005 ) . Resources can include anything from run intoing with college staff, specially designed institutional plans, or a gathering topographic point for pu pils. Effective intercessions are important for the first-generation college pupil ‘s mentality. Once they are enrolled in college, they carry non merely their ain single hopes, but the aspirations of their households and communities ( Jehangir, 2010 ) . Admission into college is a milepost for first-generation pupils. Therefore, it is of import to do certain that the type of intercession utilized would be able to supply first-generation college pupils with the tools they need to graduate. The most effectual intercessions should concentrate on the pupils ‘ strengths and bing accomplishments ( Martinez et al. , 2009 ) . The first intercession theoretical account that has been shown to be effectual is the Social Cognitive Career Theory. This theoretical account was introduced after the designation of five ways that first-generation college pupils differ from their peers- deficiency of parental experience with college applications, academic and personal readying for college, grounds for traveling to college, and personality and life differences. Social Cognitive Career Theory examines the patterned advance of academic involvements in pupils and how to take the following measure and do those involvements a calling option through self-efficacy and end scene. The effectivity of this theoretical account came from the fact that it focuses on socio-cognitive concepts to explicate calling development ( Gibbons & A ; Shoffner, 2004 ) . High school counsellors would be able to utilize this technique to assist possible first-generation college pupils prior to come ining college. This resource is able to supply cognition about college to possible first-generation college pupils that they can non happen elsewhere. The following educational intercession includes living-learning communities. These communities are residential communities where pupils live together in a specific abode hall with a shared academic or thematic focal point and hold entree to academic scheduling and services ( Inkelas & A ; Weisman, 2003 ; Inkelas et al. , 2007 ; Stassen, 2003 ) . The intent of living-learning communities is to ease the academic and societal passage to college for first-generation college pupils. This theoretical account seems to be the most popular and successful among all the intercessions. Surveies have shown that first-generation college pupils who participate in living-learning communities are more likely to comprehend an easier academic and societal passage to college than those in traditional abode halls ( Inkelas & A ; Weisman, 2003 ; Inkelas et al. , 2007 ; Stassen, 2003 ) . The ground for this is that these pupils are traveling through the same experiences of larning to populate on their ain and take more duty upon themselves. The success of this intercession is found in the construct of holding first-generation college pupils live within one country of the abode halls, have entree to multiple resources, and take part in activities that require teamwork and societal interactions. Stassen ( 2003 ) observed the results of living-learning communities when he studied 477 pupils in a living-learning community and 328 pupils non in a living-learning community at a big northeasterly university. Significant differences were found between the two groups in countries of academic integrating ; nevertheless, module integrating did non better ( Stassen, 2003 ) . This can be accounted for through the existent plan construct. Its design focuses on originating equal interactions, non linking module and pupils. The popularity of living-learning plans has led to the development of different types of living-learning communities. These forte plans range from communities for awards pupils to talent promotion to curriculum-based theoretical accounts ( Inkelas & A ; Weisman, 2003 ; Stassen, 2003 ) . However, no affair which living-learning community a first-generation college pupil chooses, there has been a important positive consequence on first-semester GPA and annual keeping ( Stassen, 2003 ) . Therefore, interested pupils should make up one's mind for themselves which community seems the most fitting. It should be noted that the bulk of these consequences were observed after the first semester by cross-sectional surveies. One peculiar survey examined the effectivity of a Freshman Empowerment Program. After detecting 53 pupils placed in this plan and 53 pupils placed in a control group at the same university, Folger, Carter, and Chase ( 2004 ) found that the GPA of first-generation college pupils increased from first-semester to the second-semester and that each semester ‘s GPA every bit good as their cumulative GPA was higher than those pupils non in the plan. Inkelas et Al. ( 2007 ) point out that the impact of living-learning plans may non be well-understood until after pupils have had clip to reflect on their living-learning experiences. It would be interesting to see if first-generation college pupils ‘ keeping rate continued to be as they progressed through all four old ages of college. An effectual living-learning plan would transfuse a positive attitude on the pupils and give them the resources they need to win. A 3rd educational intercession involves an thought that gets to the bosom of the problem- low continuity among first-generation college pupils. Many research workers have approached this job in many ways ensuing in multiple solutions. Cabrera, Nora, and Castaneda ( 1993 ) wanted to cognize if unifying Tinto ‘s Student Integration Theory and Bean ‘s Student Attrition Model would break explicate first-generation college pupils ‘ continuity. The Student Integration Theory attributed abrasion to a deficiency of congruency between pupils and establishments, whereas the Student Attrition Model recognized that behavioural purposes are shaped by a procedure whereby beliefs form attitudes, and attitudes influence behavioural purposes ( Cabrera et al. , 1993 ) . The solution so becomes to hold establishments integrate encouragement and support from important others into the conceptual models analyzing pupil continuity. The foundation for research workers to analyze the function household has in the continuity of first-generation college pupils was established when Cabrera et Al. ( 1993 ) noted a positive consequence of encouragement from friends and household found on committednesss to the establishment. A smattering of ulterior surveies have systematically shown that parents, household members, and friends in the pupils ‘ old communities can supply encouragement and reenforce the pupils ‘ determination to go to and prevail throughout college ( Bryan & A ; Simmons, 2009 ; Elkins, Braxton, & A ; James, 2000 ; McCarron & A ; Inkelas, 2006 ) . McCarron and Inkelas ( 2006 ) used 3,758 pupils, half of which were first-generation college pupils, to propose that the chief forecaster of attainment for first-generation college pupils was non parental engagement ; instead, it was pupils ‘ perceptual experiences of the importance of good classs. Family members tend to act upon striplings â⠂¬Ëœ decision-making sing educational and occupational chases. This may be the ground why first-generation college pupils feel an overmastering sense of force per unit area to win in school in order to delight their households and communities ( Bryan & A ; Simmons, 2009 ) . Some of these consequences can be deceptive, nevertheless. The development of an intercession theoretical account that provides programming for first-generation college pupils and their parents may assist better keeping and graduation rates. The last intercession theoretical account examines what can be done within the college establishment itself. Braxton and McClendon ( 2001 ) believed that the duty for pupil keeping is campus-wide. Everyone from equals to faculty to disposal play a function in the keeping of first-generation college pupils. They have come up with an array of recommendations shown to positively act upon societal integrating and keeping. The first suggests that academic advisers urge their pupils to take classs from module members who receive high mark evaluations on organisation, readying, accomplishment, and lucidity. Organization and skill positively influence societal integrating and continuity. Second, administrative policies and processs should be made clear and enforced reasonably to pupils to guarantee continuity. Third, the enrollment direction should fix recruitment activities accurately portraying the establishment. This is of import because a pupil ‘s determination to go to a peculiar college falls to a great extent on their outlooks for what college life will be like. The following recommendation involves the module. Workshops and seminars should be attended by module so that they can larn how to integrate concerted and collaborative acquisition into their schoolrooms. Last, pupil orientation plans for freshman pupils provide pupils with the chance to larn everything about the school. Successful orientation plans develop chances for first-generation pupils to socially interact with their equals ( Braxton & A ; McClendon, 2001 ) . Implementing any, if non all, of these recommendations would ensue in more well-balanced pupils and a higher keeping rate due to the fact that these pupils will desire to go on larning in an establishment that is both welcoming and helpful. A major restriction of all these intercession surveies is the research workers ‘ short-run observation. For more accurate findings on the effectivity of different intercessions, research workers should be working on detecting these first-generation college pupils in their senior twelvemonth and a few old ages after graduation. This would basically corroborate the success of these intercessions. Merely holding these different educational intercessions readily available will non assist first-generation college pupils. The following measure is seeking to calculate out the best clip to implement them. Aside from the Social Cognitive Career Theory, which is designed for college-bound high-school pupils, few research workers explored the timing of intercession for pupils at hazard of going. A proposed manner of look intoing pupil abrasion is utilizing event patterning techniques when pupils are more likely to go forth their establishments ( Ishitani, 2008 ) . Departure hazards of pupils vary over clip, and pupils are at a higher hazard of going at assorted points in clip depending on their features. Knowing when pupils are more likely to go forth helps institutional forces in planing systematic intercession programs to take down the institutional abrasion rate.DrumheadFirst-generation college pupils have many factors working against them, but they can be merely every bit successf ul as their traditional equals, so long as they have entree to different educational intercessions. First-generation college pupils have to set to cultural, psychosocial, and cognitive passages. A few of the many jobs these pupils encounter include: holding a parttime occupation, separation from friends and household, discrepancies in an apprehension of the basic cognition of postsecondary instruction, hapless academic readying, and hapless interactions with equals and module. Most of first-generation college pupils ‘ clip is consumed by either going to and from school or working. Those first-generation college pupils who are fortunate plenty to populate on campus face a different quandary. Their life style at place is really different than college civilization and they feel a demand to be two different people, one at place and one at school. It seems that the underlying problem stems from being unprepared for postsecondary instruction. Fortunately, first-generation college pu pils can raise their self-esteem and be better equipped for college if they utilize any and all resources available to them through the establishment. Programs such as Social Cognitive Career Theory, living-learning communities, Freshman Empowerment Groups, and alterations within the college establishment itself will let for better societal interactions with equals and peace of head cognizing that they made the right determination and are motivated to larn, alumnus, and have a successful calling.DecisionThe handiness of many educational intercessions leaves research workers to inquire which theoretical account would be most effectual. Living-learning communities are flexible, giving each postsecondary establishment an chance to suit their different pupil populations. Living-learning communities can be designed with any peculiar group in head. Besides, this plan is really popular and used throughout many of the state ‘s colleges and universities. First-generation college pupils do non necessitate to experience like they are being singled out in these plans as opposed to run intoing separately with a counsellor or adviser. Alternatively, they are with other pupils who are sing the same troubles as they are. Last, these plans have been found to be successful in infinite surveies, a few of which were mentioned throughout this paper. The way of research now should be a comparative survey concentrating on the effectivity of living-learning communities with regard to other intercessions.

The Chinese Cultural Revolution

The Cultural Revolution in China was a social movement that took place in 1966 through 1976. This movement involved major changes that took place in the political, economic and social nature of China. These changes were very often for violent and corrupted means. This Cultural Revolution threatened China for 10 years. In the beginning of the revolution. â€Å"Destructive groups such as Red Guards and The Cultural Revolution Authority grasped the power, and China drove into the severe confusion† (http://library. hinkquest. org/26469/cultural-revolution/). Mao Zedong lead these Red Guard units â€Å"which denunciated and persecuted Chinese teachers and intellectuals, engaged in widespread book burnings, facilitated mass relocations, and enforced Mao's cult of personality† (http://www. infoplease. com/ce6/history/A0814235. html). His goal was to prevent the development of a bureaucratized Soviet style of Communism. The Red Guard units turned violent and lead to the group s plitting up into different sides.Agricultural production declined, but the countryside area experienced less disorder than in the cities. â€Å"Production was reduced in the modern nonagricultural sectors in several ways. The most direct cause of production halts was the political activity of students and workers in the mines and factories. A second cause was the extensive disruption of transportation resulting from the requisitioning of trains and trucks to carry Red Guards around the country. Output at many factories suffered from shortages of raw materials and other supplies.A third disruptive influence was that the direction of factories was placed in the hands of revolutionary committees, consisting of representatives from the party, the workers, and the People's Liberation Army, whose members often had little knowledge of either management or the enterprise they were supposed to run. In addition, virtually all engineers, managers, scientists, technicians, and other profession al personnel were â€Å"criticized,† demoted, â€Å"sent down† to the countryside to â€Å"participate in labor,† or even jailed, all of which resulted in their skills and knowledge being lost to the enterprise† (http://countrystudies. s/china/90. htm). The Cultural Revolution also had greater effects on the economy, in which foreign equipment was imported and technological advancement was needed.But the most serious and enduring effect on the economy was the lack of highly educated people do to the closing of the universities. China was unable to develop new technology and work with the imported technology because of its lack of highly educated personal. As political stability was gradually restored, a renewed drive for coordinated, balanced development was set in motion under the leadership of Premier Zhou Enlai† (http://countrystudies. us/china/90. htm). During the mid 1970s, a group known as the Gang of Four attempted to dominate the power center through their network of supporters and, most important, through their control of the media (http://countrystudies. us/china/90. htm). Mao Zedong died, and one month later the Gang of Four was arrested.

Biography of Lewis Chesty Puller, U.S. Marine

Biography of Lewis 'Chesty' Puller, U.S. Marine Lewis B. Chesty Puller (June 26, 1898–October 11, 1971) was a U.S. Marine who saw battle experience in World War II and in the Korean War conflict. He was one of the most decorated Marines in U.S. history. Fast Facts: Lewis B. 'Chesty' Puller Known For: One of the most decorated U.S. Marines in history, serving in World War II and KoreaBorn:Â  June 26, 1898 in West Point, VirginiaParents: Martha Richardson Leigh and Matthew M. PullerDied: October 11, 1971 at the Portsmouth Naval Hospital, Portsmouth, VirginiaEducation: Virginia Military Institute (1917–1918)Spouse: Virginia Montague Evans (m. November 13, 1937)Children: Virginia McCandlish (b. 1938), twins Martha Leigh and Lewis Burwell Puller, Jr. (b. 1944) Early Life Lewis B. Chesty Puller was born June 26, 1898, at West Point, Virginia, the third of four children born to Matthew M. Puller and Martha Richardson Leigh (known as Pattie). Matthew Puller was a wholesale grocer, and Lewis had two older sisters and a younger brother. In 1908, Matthew died, and in the familys reduced circumstances, Lewis Puller was forced to aid in supporting his family at the age of 10. He continued on at school, but he hawked crabs at the local waterfront amusement park and then worked as a laborer in a pulp mill. Interested in military matters from a young age, he attempted to join the U.S. Army in 1916 to take part in the Punitive Expedition to capture Mexican leader Pancho Villa. Underage at the time, Puller was blocked by his mother who refused to consent to his enlistment. When war was declared with Germany at the start of World War I, Puller was 17 and he accepted an appointment to Virginia Military Institute as a state cadet, receiving financial assistance in return for later service. A mediocre student, he spent the summer at a Reserve Officer Training Corps camp in New York. Joining the Marines With the U.S. entry into World War I in April 1917, Puller quickly became restless and tired of his studies. Inspired by the U.S. Marines performance at Belleau Wood, he departed VMI and enlisted in the U.S. Marine Corps. Completing basic training at Parris Island, South Carolina, Puller received an appointment to officer candidate school. Passing through the course at Quantico, Virginia, he was commissioned as a second lieutenant on June 16, 1919. His time as an officer proved brief, as a postwar reduction in the USMC saw him moved to the inactive list 10 days later. Haiti Not willing to forego his military career, Puller rejoined the Marines on June 30 as an enlisted man with the rank of corporal. Assigned to Haiti, he served in the Gendarmerie dHaiti as a lieutenant and aided in combating Cacos rebels. Formed under a treaty between the U.S. and Haiti, the gendarmerie possessed American officers, largely Marines, and Haitian enlisted personnel. While in Haiti, Puller worked to regain his commission and served as adjutant to Major Alexander Vandegrift. Returning to the U.S. in March 1924, he was successful in obtaining a commission as a second lieutenant. Navy Crosses Over the next four years, Puller moved through a variety of barracks assignments that took him from the East Coast to Pearl Harbor. In December 1928, he received orders to join a detachment of the Nicaraguan National Guard. Arriving in Central America, Puller spent the next two years battling bandits. For his efforts in mid-1930, he was awarded the Navy Cross. Returning home in 1931, he completed the Company Officers Course before again sailing for Nicaragua. Remaining until October 1932, Puller won a second Navy Cross for his performance against the insurgents. Overseas Afloat In early 1933, Puller sailed to join the Marine Detachment at the American Legation in Beijing, China. While there, he led the famed Horse Marines before departing to oversee the detachment aboard the cruiser USS Augusta. While aboard, he came to know the cruisers skipper, Captain Chester W. Nimitz. In 1936, Puller was made an instructor at the Basic School in Philadelphia. After three years in the classroom, he returned to Augusta. This homecoming proved short as he went ashore in 1940 for service with the 2nd Battalion, 4th Marines at Shanghai. On November 13, 1937, he married Virginia Montague Evans, who he had met a decade before. Together they had three children: Virginia McCandlish Puller (born in 1938), and twins Lewis Burwell Puller, Jr. and Martha Leigh Puller, born in 1944. World War II In August 1941, Puller, now a major, departed China to take command of the 1st Battalion, 7th Marines at Camp Lejeune. He was in this role when the Japanese attacked Pearl Harbor and the U.S. entered World War II. In the months that followed, Puller prepared his men for war and the battalion sailed to defend Samoa. Arriving in May 1942, his command remained in the islands through the summer until being ordered to join Vandegrifts 1st Marine Division during the Battle of Guadalcanal. Coming ashore in September, his men quickly went into action along the Matanikau River. Coming under intense attack, Puller won a Bronze Star when he signaled USS Monssen to aid in rescuing trapped American forces. In late October, Pullers battalion played a key role during the Battle of Guadalcanal. Holding back massive Japanese attacks, Puller won a third Navy Cross for his performance, while one his men, Staff Sergeant John Basilone, received the Medal of Honor. After the division left Guadalcanal, Puller was made the executive officer of the 7th Marine Regiment. In this role, he took part in the Battle of Cape Gloucester in late 1943 and early 1944. Leading From the Front During the opening weeks of the campaign, Puller won a fourth Navy Cross for his efforts in directing Marine units in attacks against the Japanese. On February 1, 1944, Puller was promoted to colonel and later took command of the 1st Marine Regiment. Finishing the campaign, Pullers men sailed for the Russell Islands in April before preparing for the Battle of Peleliu. Landing on the island in September, Puller fought to overcome a tenacious Japanese defense. For his work during the engagement, he received the Legion of Merit. The Korean War With the island secured, Puller returned to the U.S. in November to lead the Infantry Training Regiment at Camp Lejeune. He was in this role when the war ended in 1945. In the years after World War II, Puller oversaw a variety of commands including the 8th Reserve District and the Marine Barracks at Pearl Harbor. With the outbreak of the Korean War, Puller again took command of the 1st Marine Regiment. Preparing his men, he took part in General Douglas MacArthurs landings at Inchon in September 1950. For his efforts during the landings, Puller won the Silver Star and a second Legion of Merit. Taking part in the advance into North Korea, Puller played a key role in the Battle of Chosin Reservoir in November and December. Performing brilliantly against overwhelming numbers, Puller earned the Distinguished Service Cross from the U.S. Army and fifth Navy Cross for his role in the battle. Promoted to brigadier general in January 1951, he briefly served as assistant commander of the 1st Marine Division before temporarily taking command the following month after the transfer of Major General O.P. Smith. He remained in this role until returning to the United States in May. Later Career and Death Briefly leading the 3rd Marine Brigade at Camp Pendleton, Puller remained with the unit when it became the 3rd Marine Division in January 1952. Promoted to major general in September 1953, he was given command of the 2nd Marine Division at Camp Lejeune the following July. Plagued by decaying health, Puller was forced to retire on November 1, 1955. One of the most decorated Marines in history, Puller won the nations second-highest decorations six times and received two Legions of Merit, a Silver Star, and a Bronze Star. Puller himself said he was uncertain how he came to be nicknamed Chesty. It may have been a reference to his big, thrust-out chest; chesty in the Marines also means cocky. Receiving a final promotion to lieutenant general, Puller retired to Virginia, where he died after a series of strokes on October 11, 1971.

A Hella Cool New Dictionary Entry

A Hella Cool New Dictionary Entry A Hella Cool New Dictionary Entry A Hella Cool New Dictionary Entry By Mark Nichol Merriam-Webster, publisher of the print and online dictionary that is perhaps most widely consulted by wordsmiths in the United States, has made what some may consider an audacious decision: Hella is now officially a member of the English language. As an aficionado of etymology, I have always been pleased to have been near a word’s geographical and chronological epicenter; that’s something not everybody can boast of. Having lived near Silicon Valley, and having worked at Wired magazine during its early years, I often rubbed shoulders with neologisms back in the day. Hella is near and dear to my heart because it was the first fledgling word I recognized as such. It’s unofficially been part of the lexicon for at least four decades; I first heard it in the late 1980s, spoken by white children in Berkeley who likely had overheard black classmates use it. They, in turn, had heard it from older siblings or neighbors, who had by then been using it for years. (That’s an intriguing case study for those interested in the distinction between a word’s likely birthdate and its date of first attested, or documented, use; hella was first attested in 1987. Another curious detail is that the Oxford English Dictionary welcomed hella in 2002, fourteen years before a dictionary across the Pond gave it the thumbs-up.) Although I was an adult by then, I immediately grew fond of the word, a contraction of â€Å"hell of a† and â€Å"hell of a lot of† that modifies not nouns, like the phrases from which it came, but adjectives. It’s an intensifier, as seen in the headline for this post. But, you may splutter, hella is such an uncouth word! It sullies the dictionary with its presence. Well, so does the next Merriam-Webster entry, hellaballoo (a variation of hullabaloo, meaning â€Å"uproar†), a hick of a word if I ever saw one, though it’s older than the United States. And hellacious (â€Å"very difficult, large, or powerful†), which follows hellaballoo and goes back at least a hundred years, is a country-bumpkin cousin of hella. Why are these and so many other louche locutions in the dictionary? Because that’s what a dictionary is for- it is a record of our language’s astonishingly rich, ripe diversity. That may be a bit confusing for those who consider a dictionary to be a guide, not a museum, but hellacious isn’t exactly a dusty, brittle artifact: Five years ago, it popped up in the title of a video game, Hellacious Acres: The Case of John Glass, and it’s available for anyone who needs a rip-snorting adjective. And though I’d steer around hellaballoo, I can easily imagine using the original from which it is derived to humorously describe a cacophonous commotion. And hella? It may not belong in a business report, a textbook, or an academic journal (except for one about linguistics). But it has its place in many media: blogs, young-adult novels, youth-culture publications, and even general-circulation periodicals. If you need it, use it. The same goes for two other neologisms that have been awarded the Merriam-Webster badge of validity: TMI (an initialism abbreviated from â€Å"too much information†) and FOMO (an acronym derived from â€Å"fear of missing out†). (The distinction between initialisms and acronyms is that the former are pronounced letter by letter and the latter are pronounced as words.) It intrigued me that although I’ve been titillated for years by TMI- a protestation in response to being told more personal details than one wants to hear- I had never heard of the abbreviation for a phrase pertaining to anxiety about not being part of stimulating and/or trendy experiences. That term’s existence is a telling commentary about our increasingly vapid culture, but it’s also hella cool. (I know- irony alert!) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Beautiful and Ugly WordsAbstract Nouns from AdjectivesWhen to use "an"

Movie Review - Dr Strangelove Essay Example | Topics and Well Written Essays - 1250 words

Movie Review - Dr Strangelove - Essay Example General Jack D. Ripper, played by Sterling Hayden for instance, ordered attack on Soviet Union because he believed USSR was contaminating their foods and drinks through fluoridation, claiming to be the most monstrous conceived and dangerous communist plot. When asked about when he had the idea starting, he admits that he had it during sexual acts where he noticed something wrong with his fluids which was really amusing because his basis as a man with rank, was simply based on his personal experience without evidence that other people are suffering from such condition or if the process is actually happening and not just a rumor. Since the film was made in 1964, just two years after the Cuban Missile Crisis where Soviet Union and the United States held meetings regarding the bases in Cuba which were believed to house a number of nuclear weapons aimed in destroying most of the United States, communications made between the two nations in the attempt to maintain peace, are evident in the movie. With the cold war going on, Soviet Union made its bases in Cuba while the United States allied with Italy and Turkey for similar purposes. However, in the end, they both dismantled their bases with the understanding that each should mutually ensure the safety of the other. This condition is portrayed in the film on another angle with the creation of the doomsday machine which could ensure the safety of Soviet Union from any attack. Making a machine that is automatically triggered when an attack is made on the Soviet nations, they can be sure that they never lost the attack because of the doomsday machine that will cost the lives of all the people on the earth, with it having the impossibility of being untriggered. This then gives a sense of security to Soviet Union because then, their enemies would not dare bring close a single missile near the country. However, the

Health Care Business Plan Proposal Research Paper

Health Care Business Plan Proposal - Research Paper Example This business plan proposal will include a succinct examination of the market of the proposed center and the services to be provided and the equipment to be used. The business plan proposal will also describe the organizational structure of the health care center, which will include an examination of the organizational structure and a complete analysis of the employee makeup and remuneration practices. The next part of this business plan proposal will be focused on a marketing analysis of the proposed health care center. This will include the business demographics of the organization, the target market and the marketing techniques that will be used. This will also include a competitor analysis, which will be analyzed in the context of business growth and breaking into the current niche. The last part of this business plan proposal will outline a financial analysis of the proposed health care center. The financial analysis will outline the expected types of revenue, which includes an analysis of the service provided, the labor to be used, suppliers, space requirements, and other income statement items. This will help in determining the profitability of the new venture. This is a new company targeted at providing health care services to the part of the population affected by HIV and AIDS. This will be done by providing testing, counseling, and follow-up services for the afflicted patients. The company will be family oriented, meaning that the whole family is encouraged to turn up for the tests and care provided by our organization. The initial funding for the organization will be found through a partnership of two directors, who will henceforth work as equal partners in the organization. Therefore, the main service provided by the proposed health care center include testing, counseling and the provision of medicines, mainly Anti-retroviral, to the patients visiting the center. As already stated, the main services provided by our health care center