Making Capital Investment Decisions †MyAssignmenthelp.com

Question: Talk about the Making Capital Investment Decisions. Answer: Assessing whether Jason should begin TOYEE business: Choice 1 Year Money inflow Total income 0 $ (40,000) $ (40,000) 1 $ 8,500 $ (31,500) 2 $ 11,700 $ (19,800) 3 $ 15,950 $ (3,850) 4 $ 16,400 $ 12,550 5 $ 23,700 $ 36,250 Inward pace of return 21.79% Accountingrate of return (Normal Income-Depreciation)/Average speculation Bookkeeping pace of return ($15,250 $6,300)/(($40,000-$8,500)/2) Bookkeeping pace of return $8,950/$15,750 Bookkeeping pace of return 56.83% Restitution period Year + (Cumulative incomes/starting income) Compensation period 3+($3,850/$16,400) Compensation period 3+0.23 Recompense period 3.23 years Table 1: Identifying the IRR, Payback period and NPV of Option 1 (Source: As made by the creator) The above table 1 principally helps in portraying the pertinent IRR, Payback period, and NPV of choice 1, which could permit Jason to expand their benefit. Besides, the interests in TOYEE may primarily expand the general benefit of Jason, where it may give an IRR of 21.79%, which is moderately higher than the necessary return of 5%. This top of the line restores that is been given by the interests in TOYEE is moderately sufficient, which could permit Jason to produce better yields. The general returns gave by interest in TOYEE are moderately satisfactory, which could legitimately help in improving its profits in future. The general IRR return for the most part demonstrates that base return that is given by the organization over the timeframe when interest in TOYEE is led. Abor (2017) contended that recognizable proof of interior pace of return permits supervisors to stick point extends that could give the speediest retune from speculation. In any case, Alkhamis et al. (2017) referenc ed that utilization of IRR valuation for the most part permits associations to distinguish important tasks, which has the speediest come back from venture. The overallaccounting pace of return was for the most part at 56.83%, which portrays the pertinent return, which is produced by the speculation. The general ARR is moderately higher than 5% required pace of return, which basically portrays the significant salary that could be produced by venture. Cucchiella, D'Adamo and Koh (2015) expressed that with the assistance of ARR technique referenced organizations are predominantly ready to quantify the general benefit that may be created from ventures. Then again, Castellucci et al. (2016) contended that ARR legitimately disregards the time estimation of cash, which is a basic piece of task assessment. The general recompense time of interest in TOYEE is for the most part at 3.23 years, which could permit the association to accomplish the applicable venture inside the hour of 3 years and 2 months. Organizations to distinguish the base time predominantly direct the assessment recompense period, which is taken by the task to restore the underlying speculation. Kostesek et al. (2015) expressed that recompense period is mostly recognized, as the practical alternative of speculation evaluation procedure, where administrators can distinguish ventures that could rapidly give the relative come back from venture. Then again, Kwan et al. (2015) reprimands that recompense period utilizes time estimation of cash, which lessens the general suitability of the speculation. Depicting the multi year anticipated income of Revell Inc: Points of interest 2018 2019 2020 2021 2022 Income from working exercises Overall gain $ 5,790 $ 7,050 $ 7,400 $ 7,766 $ 7,606 Include back non money costs deterioration $ 123 $ 1,115 $ 1,244 $ 1,380 $ 1,523 Deduct gains and include misfortunes Other salary $ 874 $ (469) $ (497) $ (527) $ (559) Take away increment and include increment in current resources Records Receivable $ 227 $ (611) $ 271 $ (637) $ 262 Stock $ 33 $ (133) $ (92) $ (144) $ (105) Prepaid Expenses $ 340 $ (96) $ (101) $ (106) $ (111) Include increment and take away abatement in current liabilities Exchanges Payable $ (10) $ (93) $ 215 $ (67) $ 203 Gathered Liabilities $ (700) $ 242 $ 254 $ 266 280 Annual Tax Payable $ (6) $ (80) $ 6 $ 10 $ 6 Income from activities $ 6,671 $ 6,925 $ 8,700 $ 7,941 $ 9,105 Income from Investment Property, Plant and Equipment, net $ 167 $ (686) $ (626) $ (593) $ (550) Long haul Investments $ 1,998 $ (347) $ (367) $ (390) $ (413) Other Non-Current Assets $ 656 $ (556) $ (584) $ (611) $ (641) Income from Investment $ 2,821 $ (1,589) $ (1,577) $ (1,594) $ (1,604) Income from financing Notes Payable $ 147 $ 377 $ 227 $ 373 $ 235 Long haul Debt $ (496) $ 167 $ 104 $ 171 $ 107 Offer Capital and regular stock $ 588 $ 532 $ 329 $ 544 $ 342 Income from financing $ 239 $ 1,076 $ 660 $ 1,088 $ 684 Absolute change in real money $ 9,731 $ 6,412 $ 7,783 $ 7,435 $ 8,185 Money at beginnings $ 4,308 $ 4,979 $ 4,987 $ 4,996 $ 5,005 Absolute Cash inflows $14,039 $11,391 $12,770 $ 12,431 $ 13,190 Table 2: Mentioning the Cash stream articulation of Revell Inc (Source: As made by the creator) Portraying the best choices, which could be utilized by Jason for improving its arrival from speculation: Anticipated income of Revell Inc. Year 2017 2018 2019 2020 2021 2022 Anticipated income $ (37,500) $ 14,039 $ 11,391 $ 12,770 $ 12,431 $ 13,190 Combined income $ (37,500) $ (23,461) $ (12,070) $ 700 $ 13,131 $ 26,321 Required pace of return 5% NPV $17,795.38 Compensation period 2.95 Years IRR 21% Table 3: Mentioning the IRR, Payback period, and NPV of Revell Inc (Source: As made by the creator) Anticipated income of Tamiyah Inc. Year 2017 2018 2019 2020 2021 2022 Anticipated Cash Flow from working Activities $ (37,500) $ 18,560 $ 21,260 $ 26,850 $ 21,450 $ 17,430 Aggregate income $ (37,500) $ (18,940) $ 2,320 $ 29,170 $ 50,620 $ 68,050 NPV $53,957.51 Recompense period 2.89 Years IRR 48% Table 4: Mentioning the IRR, Payback period, and NPV of Tamiyah Inc. (Source: As made by the creator) After the assessment of generally speaking Table 3 and table 4 pertinent venture choice for Jason could be distinguished, which would help in expanding its over or come back from Investments. Table 3 essentially gives the general speculation examination assessment of Revell Inc, where NPV, IRR, and restitution period is portrayed. The utilization of NPV, IRR, and compensation period could help in distinguishing the most reasonable speculation alternative that may expand the arrival. Nonetheless, after the assessment it is evaluated that the money inflow of Revell Inc is a moderately lower than Tamiyah Inc. Moreover, this is the primary motivation behind why Jason ought to put resources into Tamiyah Inc, as it may build its general come back from venture. Larson and Gray (2013) referenced that all the speculation examination strategies don't give a similar degree of assessment, as they have the two cons and masters. The above tables additionally imperfection the applicable speculation examination count, where restitution time of Revell Inc is at 2 years 9 months, NPV is at $17,794.99, and IRR is at 21%. Be that as it may, in contrast with Tamiyah Inc it is moderately lower, as it has restitution time of 2 years 8 months, NPV is at $55,957.51, and IRR is at 48%. The general counts portrayed in the above proclamation primarily recognize Tamiyah Inc, as the most suitable alternative which could assist Jason with improving its general come back from venture. Pechmann, Scholer and Ernst (2016) contended that Investment examination strategies for the most part loses its erosion if sufficient assessment of information isn't directed, which invalidates all the outcome gave by the techniques. Then again, Malek et al. (2017) expressed that speculation examination strategy permits association to assess the venture based on time esteem, which helps in limiting all the applicable future money inflows. After the general assessment of various activities and examination procedures, it is evaluated that Jason must put resources into TOYEE and Tamiyah Inc, as both the venture could give the important returns. Thus, the speculation could give an arrival higher than 5%, which could help in expanding the capital incentive in future. Referencing why chiefs use IRR instead of NPV when doing limited income assessment: Limit of the supervisors predominantly center around inner pace of return strategy, as it helps in recognizing by and large ventures, which will rapidly give the arrival from speculation. Nonetheless, NPV technique is best utilized by investors or investors, as they need better yields from venture as opposed to fast return. If there should arise an occurrence of administrators they are for the most part centered in recognizing ventures that have the most noteworthy IRR, as it will help in

Ariel and Caliban Relationship Free Essays

Toward the start of the Tempest, Prospero discovers two different occupants on the island, Caliban and Ariel. Ariel is depicted as a legendary being originating from the sky; he follows up on clarification and rationale, being associated with God. Caliban, then again, speaks to an animal plummeting the demon. We will compose a custom exposition test on Ariel and Caliban Relationship or then again any comparable theme just for you Request Now He follows up on impulse, and is an animal of nature. Them two want opportunity, yet Caliban is the person who is oppressed by Prospero. Prospero, being the Duke of Milan, additionally controls Ariel so as to assist him with prevailing in his investigation of enchantment. This enchantment keeps Caliban enslaved under Prospero’s control. It appears to be easy to comprehend the connection between the three-Prospero has two workers and their names are Caliban and Ariel. However, Caliban appears oppressed while Ariel appears to be more as a â€Å"indentured hireling. † Why ought to Prospero favor Ariel more than Caliban? The two of them add to a similar measure of work and both are under Prospero’s control. It is evident all through the play that Prospero appreciates the organization of Ariel more than Caliban, as Caliban attempts to murder him and Ariel is a quiet kind soul. In any case, glancing through the postcolonial focal point, it appears as though Caliban merits nothing not exactly Ariel, as he has as much information and administration as Prospero. All through the entire play, Prospero utilizes unforgiving language upon Caliban, and tight clamp versa. This shows Caliban once had love for Prospero, yet is presently irate with Prospero for taking his island. While Caliban is requested to bring wood and make fire, Ariel is given progressively significant errands, as Prospero relies upon her. Caliban is typically hesitant to finish the sets of Prospero, while Ariel is eager to support his lord. Basically, Prospero is the ace of two creatures: one being acceptable, and the other being terrible. Eventually, the connection among Ariel and Prospero totally compares between that of Caliban and Prospero. Step by step instructions to refer to Ariel and Caliban Relationship, Essay models

Jugal Shah- Improving the technique of High Resolution Quantitative Autoradiography

Jugal Shah- Improving the technique of High Resolution Quantitative Autoradiography Most universities aim to attract well-rounded individuals with varied interests and sophomore Jugal Shah is living proof of MITs success. Jugal is double majoring in Nuclear Engineering (Course 22) and Biology (Course 7) along with a minor in music (Course 21M). As a testament to the diversity of research opportunities on campus, he was able to cross paths with Dr. Kent Riley, a research scientist at the Nuclear Reactor Lab working with Boron Neutron Capture Therapy (BNCT), and obtained a UROP that combines both of his passions. Jugal found his UROP by searching the websites of professors whose research involved the combination of Biology and Nuclear Engineering. He then sent out emails and began his work at the BNCT in mid-September of this year. BNCT is a potential cancer therapy that targets the disease at a cellular level and was pioneered at the Institute. It works by taking advantage of the fact that tumor cells in Glioblastoma Multiforme, a highly lethal form of brain cancer, uptake drugs containing boron at higher concentrations than healthy cells. Once the drug is absorbed, scientists can irradiate these boron atoms which fission and release radiation to destroy the cells in which theyre in, thus selectively obliterating the cancerous cells. Jugal utilizes a unique technique called High Resolution Quantitative Autoradiography (HRQAR) to measure both the concentration of boron in mammalian tissue, as well the location of the boron atoms in the context of cell histology. In this technique, he slices mammalian tissue that has been treated with boron and mounts them onto slides, which are subsequently irradiated with a neutron beam at the MIT Nuclear Reactor. Next, the radioactive tissue is viewed under a microscope and measured. Basically, he is trying to improve the technique for producing high-quality HRQAR images, since it still has a few points which could use improvement. The MIT Nuclear Reactor Laboratory was selected as the leading laboratory of the New England Consortium in DOEs Innovations in Nuclear Infrastructure and Education (INIE) program. Getting to work in MIT-NRL is an amazing opportunity and Jugal says that his most memorable experience was going to the neutron irradiation room and seeing the neutron flux jump from 50 mrems/hour to over 50,000. He is quick to note, however, that of course, safety procedures are thoroughly followed at the reactor. Originally from Central Islip, NY, Jugal has a killer Long Island accent and loves MIT because of the intense classes, variety of research, and interesting people. He is unbelievably passionate about every activity that he is involved in, including his research, serving as co-publicity chair for the South Asian American Students (SAAS) group, and playing the trumpet for MIT Symphony Orchestra. His advice is to take your passion and follow through with it to the fullest extent. You are sure to find people here who share it and take the opportunities offered. *Source of BNCT Picture: URL: http://www.cdic.bnl.gov/bio_bnct.htm*

Causes And Treatment Of Parkinson s Disease - 1636 Words

Introduction Parkinsonism is a clinical syndrome associated with tremor, rigidity, akinesia, postural disturbances, so it is also known as TRAP syndrome. It involves a lesion of the nigrostriatal dopaminergic system that, in some cases, it is induced by drugs and toxins. The principle cause of Parkinsonism is Parkinson’s disease, which affects mainly males than women (3:2) over 60 years and it is the second most common neurodegenerative disorder (after Alzheimer’s disease). It affects 0,1% people in general population and 1% of the population after 65 years. Other diseases such as multiple system atrophy, postencephalitic parkinsonism, progressive supranuclear palsy and corticobasal degeneration can be related to Parkinsonism.†¦show more content†¦They receive input information from the cortex and send information back to it. The circuits of the basal ganglia are connected with the corticospinal cerebellar system, with the the motor cortex, with the thalamus and with the premotor and supplemental motor association areas for movement control. In fact, when associated with the corticospinal system, the basal ganglia control complex patterns of motor activity such as writing a letter, cutting paper with scissors, vocalization and controlled movements of the eyes. The relations between this circuits are complex, but it has to be said that the caudate and the putamen send information back to the cortex by passing first at the ventrolateral and ventroanterior nuclei of the thalamus. One thing that is important to keep in mind about these circuits are the release of neurotransmitters. The image 1 summarizes it. Note the secretion of dopamine, an inhibitory neurotransmitter in most parts of the brain, from the substantia nigra to the caudate nucleus and putamen. It’s also important to mention that GABA (gamma-aminobutyric acid) is a inhibitory neurotransmitter that provides loops of negative feedback within the central nervous system. Figure 1 - â₠¬Å"Neuronal pathways that secrete different types of neurotransmitter substances in the basal ganglia. Ach, acetylcholine; GABA, gamma-aminobutyric acid† (found on reference 1,

Analysis Of The Opening Scene Of Macbeth - 782 Words

Location: A forest or hill in Scotland General Summary: The three witches meet on a stormy night out in the open country to discuss when they should meet with Macbeth. Analysis: The opening scene of Macbeth is super short but it introduces the 3 most influential characters of the play. The witches’ presence in the play is very small but they remain a constant and a powerful beings throughout. This first scene establishes the witches’ connection to Macbeth. It makes the reader curious to discover who he is and also what is â€Å"the hurlyburly† (I, i, 3) that the witches discussed. Shakespeare creates dramatic irony, in that he informs the reader that Macbeth does not have and will never have throughout the play a free action.†¦show more content†¦The witches refer to their two familiars, â€Å"Graymalkin† and â€Å"Paddock†. The fact that they have familiars is enough to secure the reader’s impression of them as witches. Central Questions: Why does Shakespeare open the play with the witches, rather than Macbeth? How does this effect the first scene of the play? What impressions can I as a reader take away from this? What effect does the way the witches speak create? Act I, Scene ii Location: A soldier’s camp General Summary: King Duncan and his three sons are introduced. King Duncan hears from several soldiers of Macbeth’s bravery in battle and decides to make Macbeth Thane of Cawdor. Analysis: As the scene opens, the royal family meet a wounded officer and ask him for news of the battle. Macbeth killed Macdonald. The reader learns that Macbeth is related to King Duncan. â€Å"O valiant cousin! Worthy gentleman!† (I, ii, 24). At this point, Macbeth is held in high regard by Duncan. Macbeth won against the attack of the Norwegian King. The Thane of Cawdor has betrayed Duncan by fighting on the Norwegian side. Characterisation: Macbeth is portrayed as a brave and loyal soldier. Duncan decides that the Thane of Cawdor should be killed and that his title should be conferred upon Macbeth as a reward for his courage and his loyalty. â€Å"What he [the Thane of Cawdor] hath lost, noble Macbeth hath won (I, ii, 67)†. Dramatic Irony This quote isShow MoreRelatedMacbeth Opening Scene Analysis723 Words   |  3 PagesShakespeares Macbeth has a long history of performances and productions across many different cultures and eras. The American Shakespeare Centre’s enactment contained specific directional and theatrical deviations that are atypical from traditional interpretations of Shakespeares work. In their performance, the company chose to include unique plot devices in Macbeth’s costumes. Macbeth starts the show with a Scottish tartan sash, symbolizing his loyalty to his country and kinsmen. In fact, bothRead MoreWhy Macbeth Killed Duncan1457 Words   |  6 PagesAn Analysis of Why Macbeth Kills Duncan. 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Mapping my school Free Essays

The Laggard High School is located between the central avenue and the Washington Avenue. It is bounded by the ivy-league university like the Baylor’s University. It has a main entrance and another entrance opposite to the fire service which is on the other side of the street. We will write a custom essay sample on Mapping my school or any similar topic only for you Order Now The overall atmosphere of the school is calm. The Laggard High School is bounded on north by the ivy college. The Laggard Middle School is located by the side of the High school and the Laggard Elementary School is behind the High School. The front end classrooms are built in buildings which are L- shaped with the main entrance between them. The remaining classrooms are in a C-shaped building. Behind these classrooms is located a cafeteria. The school playground and gym are behind the cafeteria. The Baylor University located opposite to the school has some influence on the students of the Laggard High School. As the high school students can observe the university students, they will have an idea on the university life. They will also have an idea about the future courses available to them from the universities after study in high school. The Baylor’s University leaves a complete educational environment to the Laggard High School. The students develop an enthusiasm to reach the University for pursuing the courses of their interest. One of the reasons for this is the location of the Baylor’s University. When we discuss about safety in the school, the first thing that comes into mind is the fire service which is located on the opposite side of the street. Whenever there is an untoward incident like fire accident, there is no worry as the fire service is available at the minimum time. In general, the school as a whole is very safe place. As the school is located facing the street, traffic might be a problem when safety is considered. The main entrance, which faces the street, is a dangerous spot in busy hours like 08:30 AM. The students and the staff are in a hurry in the morning, due to which there might be chance of accidents. The car parking which lies just beside the main entrance creates inconvenience to those who go in and out of the school by walk. Car parking at the other entrance is restricted only to staff. One of the solutions that I feel suggestible is that employing a guard at the main entrance to guide the incoming and outgoing vehicles in the busy hours to avoid accidents. This will also fill confidence in the students and staff who walk by the main entrance. Another unsafe area to be considered in the campus is the cafeteria. Yes, the cafeteria is definitely an unsafe place as there is no proper monitoring. There are no enough emergency exits. Since there is no good monitoring, there are more chances of disputes. Any disputes or fights between students cannot be controlled easily. And another disadvantage is that there are no emergency exits in case of fire accidents. And we all know that, cafeteria has the highest scope for fire accident compare to any other place in the school campus. Moreover, the cafeteria is situated far from the entrance due to which more time is wasted before the fire service reaches the cafeteria crossing the staff car parking lot. I feel providing enough emergency exits to the cafeteria immediately and monitoring of the cafeteria would provide safety. The monitoring can be done indirectly by placing closed circuit cameras in the cafeteria and monitoring it from the main school building. Any disturbances in the cafeteria can be easily recognized from the main building and necessary actions can be taken. The playground and the gym are located far from the main building. In case, if there is a severe injury to any student in the ground, it is difficult to provide medical facility immediately. This problem can be overcome by placing a first aid and emergency medical aid unit in the gymnasium. The traffic outside the campus is also a problem, as the school is situated in a very busy center of the city. The traffic on both the sides i.e. at the Washington Avenue as well as the Central Avenue is crowded at the end of the day. All the vehicles of the students as well as the staff come out of the school at the same time creating traffic problems. To solve this problem, it is better that a guard is employed at both the entrances who will guide the vehicles going out at the time of heavy traffic though the street. All these safety issues are a great disturbance for the parents. By employing the suggested solutions it will be a relief to the students, staff and parents too. These are the safe and unsafe areas that I feel considering my school and its surroundings. Â   Â   How to cite Mapping my school, Essay examples

The Potential of the Japanese Wine Market for Investors free essay sample

A discussion and tips for investors doing Foreign Direct Investment on the Japanese wine market The author of this paper has divided it into two parts to gain a better understanding of the Japanese wine market. The contemporary aspect of the general Japanese market has been presented within the first part. It comprises the domestic production trends, the importer trends, a consumption analysis and the legislative laws which influence the wine market. The second part of this article looks at the vehicle to enter and the distribution channels of this product. It discusses how wine be sold successfully and how it competes with the local wine industry. It also discusses importation tips for importers. It is often said that Japan is one of the most difficult markets for a foreign company to penetrate. The lack of understanding of Japanese business culture and complexity of the market are seen as barriers to entry. We will write a custom essay sample on The Potential of the Japanese Wine Market for Investors or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Before we make clear why we choose wine to get in the Japanese market, we need to know what is the environment within and how we use the strategy to enter this market.

Interpersonal Relationship free essay sample

Chapter 9 – Interpersonal Relationships I. Advantages and disadvantages of interpersonal relationships A. Advantages 1. Lesson loneliness 2. Provide stimulation 3. Enhance self worth and self esteem 4. Maximize pleasure and minimize pain B. Disadvantages 1. Pressure to be vulnerable 2. Encroach on privacy 3. Increase obligations 4. Limit other relationships 5. Emotionally difficult to dissolve 6. Break your heart II. Relationship stages A. Created and constructed by the individuals B. People see their relationships differently C. Interdependence is primary quality of an interpersonal relationshipD. Six stage model (applies to all types of relationships) 1. Contact a. perceptual contact – physical appearance b. interactional contact (superficial and impersonal) *Flirting – verbal and nonverbal signals of romantic interest *Dark side of flirting – becomes harassment or stalking 2. Involvement – mutuality, connection, try to learn more about the other a. tests – find out how your partner feels about the relationship (start here but go throughout relationship) b. intensifying tokens of affection; increase contact; sexual intimacy; jealousy 3.Intimacy – further commitment; share social networks; quantity and quality of exchanges increase, talk more about the relationship Two phases of intimacy: a. We will write a custom essay sample on Interpersonal Relationship or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page interpersonal commitment – private commitments to each other b. social bonding – public commitment; you become an identifiable pair 4. Deterioration – weakening of bonds a. intRApersonal dissatisfaction b. IntERpersonal deterioration – withdraw, distance, conflict 5. Repair – change behaviors or expectations; not always pursued A. IntRAapersonal – analyze and try to solve yourself; consider changing your behaviors B.IntERpersonal repair – negotiate changes w/other *Recognize the problem *Engage in productive communication and conflict resolution *Pose possible solutions *Affirm each other – disclose, talk positively, compliments, nonverbals that say I care cherishing behaviors – small gestures you enjoy receiving from your partner (a wink, a smile, a kiss) *Integrate solutions into normal behavior vs. followed for a very short time and going back to previous behavior. *Risk – risk giving without certainty of receiving, risk rejection by making the first move, be willing to change, adapt.

Moet and Chandon Essays

Moet and Chandon Essays Moet and Chandon Essay Moet and Chandon Essay Saturday, March 23, 13 The World’s most LOVED Champagne Saturday, March 23, 13 History Background ?Part-holder of LVMH (66% share in MC) ? Established in 1743 by Claude Moet as Moet et Cie (MoetCo. ) for wine trading ? Began business in 1750 by supplying the Royal Court at Compiegne ? In 1750 also shipping to Germany, Spain, Eastern EU, and colonial British America ? In 1972, Jean-Remy Moet (grandson) has begin the winery production by buying vineyards; ? While the French Benedictine monk, Dom Perignon, mastered double-fermentation for creating champagne Now owns more than 2,500 acres vineyards ? Produce approx 26M bottles of champagne annually ? Accounts for approx 25% of global champagne market (by volume) Saturday, March 23, 13 LVMH brands Saturday, March 23, 13 Moet at a Glance ?4 Main Products ? Moet Imperial ? Rose Imperial ? Nectar Imperial ? Moet Ice Imperial ? Grand Vintage ?Plus other vintage and special limited-edition champagnes Saturday, March 23, 13 Moet at a Glance ? In-media appearance ? Slogan: Be Fabulous ? Print ads ? of? cial website ? Facebook ? YouTube ? Twitter ? iOS applications Saturday, March 23, 13 Moet at a Glance ? Marketing situation ? Perceived to be the most prominent brand in online world (partly due to extensive online advertising and Roger Federer) ? The biggest export market is UK but the consumption volume is slightly declining Saturday, March 23, 13 Strategy ? Glocal strategy in 2011, began to grow grapes in Northwest China with farm operator Ningxia Nongken Will be China’s ? rst-time-ever made in China Champagne Aim to capture Asia market esp China and India with joint venture approach Has done this for the U. S. for 30 yrs ald (sells in the U. S. nder brand Roederer Estate, Chandon) Grow business by encouraging younger audience to engage with the brand ? ? ? ? â€Å"In the Night† concept of brand communication (in cinema platform) using movie stars and reference for celebration To achieve â€Å"Champagne of Cinema† image, Moet appears in various hollywood movies and at international ? lm festivals, private dinners, parties and premieres Boost sports alignment via Roger Federer ? ? ? Saturday, March 23, 13 Main Competitors ?Veuve Cliquot et Ruinart (LVMH) ? Remy Cointreau (Piper-Heidsieck) ? BCC (Boizel Chanoine Champagne) ? Pernot-Ricard (Perrier-Jouet et Mumm) Saturday, March 23, 13 Key Persons Bernard Arnault (Bernard Jean Etienne Arnault) LVMH director Saturday, March 23, 13 Key Persons Stephane Baschiera, president and chief executive of Moet Chandon (since Mar 2012) ? Stephane Baschiera joined Moet Hennessy, the wines and spirits division of LVMH, in 1996 and since then has been Commercial Director of Moet Hennessy Diageo France, Director of Moet Hennessy in Italy, and then Chief Executive Of? cer of the Maison Ruinart. ? Since 2009, he has held the position of Chief Executive Of? er of the Maison Veuve Cliquot Ponsardin, and has contributed to the excellent performance of the Maison since that time. About Jean-Marc Lacave, former CEO Jean-Marc Lacave will become Chief Executive Of? cer of Veuve Clicquot Ponsardin. Jean-Marc Lacave joined the Watches Jewelry division of the LVMH group in the United Kingdom in 2001. Since 2007 he has been Chief Executive Of? cer of Watches Jewelry in Asia. Saturd ay, March 23, 13 Moet Chandon Organization chart Saturday, March 23, 13 Hot Issues ? In Dec, 2012, Roger Federer became brand ambassador (in place of Scarlett Johansson, former BA signed in 2009) In Sept, 2013, will serve as the of? cial champagne of the 34th America’s Cup (sailing’s most prestigious international race) ? Signal tht MC targeting at hi-so sports sectors with concept Champagne of Victory ? In 2012, was analyzed to be loosing brand value (declined by 13% or ? over $500 million) brand value at $3. 8 billion (98th rank fall from 77th at $4. 3billion in 2011) Might due to the emerging part of the world that do not yet associate champagne with celebration ? Recently opened White 1921, a boutique hotel in St. Tropez ? Recently launched celebrity-hosted tours worldwide Saturday, March 23, 13

Art History Essay Example | Topics and Well Written Essays - 1250 words - 1

Art History - Essay Example The rise of humanism promoted a renewed interest in pagan themes. The writings of the classical authors such as Plato, Aristotle, and Socrates were influential in the new philosophies of the period. Therefore, an interest in the writings promoted an interest in the mythologies of the ancient Classical period (Hankins 14). However, the paintings would reflect the cultural aesthetics of the time period in which they were painted through the clothing and styles that were used upon the figural representations. Their were distinct differences in the work that was created in the late 15th century to that of the early 16th century. The work of the later half of the century was typified by large groupings of figures who created a story based on period interpretations of the concepts of mythological representations, where in the 16th century there is a shift to fewer figures with attention giving to the realism and curvature of the body. Two paintings that can be compared for these attributes are Francesco Cossa’s Triumph of Venus 1469-1470 and Raphael’s Three Graces 1501-1505. The transition between the two centuries happened very rapidly as the abandonment of the Gothic period with its flatter representations gave way to the appeal of the transformational quality of the use of light to reveal curve and depth. In looking at these two pieces of artwork, it is clear that the representation of the three graces are similar in composition, but distinctly different in the way they are presented. The purpose of the Three Graces are to represent the concept of benefits. In most ancient depictions they are shown nude as or in sheer clothing, according Seneca, benefits should be visible (Algazi et al 348). The goddesses are known for the affiliation with beauty, charm, human creativity, fertility and beauty. They are most often depicted as three represented by Aglaea who is

Spss statical analysis of my primary research of my report Essay

Spss statical analysis of my primary research of my report - Essay Example Primary data analysis revealed that good design of the product (62%), affordable price (60%), and reputation (57%) are the most important reasons for the customers to shop at Ted Baker. Less than 15% and less than 23% of the respondents also reported sales person’s information and store environment respectively are important. The number of individuals who described affordable price as the most important reason to buy from Ted Baker was approximately 58% of the total respondents. Moreover, 23% of the shoppers in the 31 to 40 age category reported affordable price as the most important reason for buying from Ted while none stated affordable price as ‘not important’. In the less than 21 and 21 to 30 age categories, the affordable price was also rated as the most important reason for most of the shoppers. The panel of Chart 02 illustrates the importance of affordable price for the customers in different age categories. The importance of other factors to the shoppers, such as quality, design, salespersons’ information, store environment and reputation of the brand, is illustrated in Tables 2–6 respectively in Appendix B. Approximately 58% of the respondents stated affordable price is more important compared to the services, store environment and brand reputation. Percentage proportions of the individual respondents who reported affordable price is more important compared to the other factors are illustrated in Appendix C and Graph 1 below. Satisfied and loyal customers have been repeatedly visiting Ted Baker for a longer duration compared to the others. Findings support the theory that satisfaction and loyalty are related, and it includes behavioural characteristics such as continuing to purchase products from the same supplier. The correlation coefficient between the degree of loyalty and the length of the

Effects of Education Context on Curriculum

Effects of Education Context on Curriculum 1a How can the curriculum offer and delivery vary according to the education and training context or purpose? The education and training context in this instance varies according to community outreach venues, specifically chosen to reach the parents of children needing ESOL teaching, who have low levels of first language literacy and so require potentially different means of supporting language learning. Different approaches to curriculum design are going to influence how the teacher develops the syllabus or the scheme of work, because this will affect how they select each topic to be taught, how sequence topics and themes, language stages, based on whether this is a process or product based syllabus, notional/functional syllabus, Communicative Syllabus, Top-based syllabus.[1] For example, a content-based syllabus, based maybe on grammatical structure, would be organised according to sequencing structures, while a communicative syllabus might be more functional or based on identified needs. Syllabus design is one of the means by which teachers can approach the process of facilitating language learning[2]. However, in language teaching, syllabus design has been largely neglected. Curricula are ways of organising learning, indicating lesson content and learning progress, while syllabuses are much more concerned with what actually goes on in the classroom, forming part of ongoing development, review and refinement of the syllabus[3] to meet the needs of the learner while satisfying the requirements of the institution or awarding body. Syllabus design is the selection and grading of content, and is argued to also relate to the selection of tasks and materials[4]. Because of the complexity of language learning, selection of tasks and selection of content may be different than in other types of learning.[5] â€Å"Lesson planning involves reinforcement with frequent feedback on learning, delayed feedback, allowing trial and error, and praise, marks and prizes.†[6] All o f these means of ordering learning are focused on what and how the ESOL student will learn.[7] In this context, the focus is on ESOL Keeping up with the Children – Family Learning, and so the curriculum is designed with this in mind, but the needs of learners in ESOL can vary, including a more academic approach, such as ESOL in FE[8], or intensive ESOL training for Job Search, or Vocational ESOL (eg ESOL embedded in something else, like Catering). This would then require a more functional syllabus which would be focused much more on vocabulary, and schemes of work would take this into account, practicing key elements of communication rather than simply grammar. Dynamic language learning is more complex than simply the repetition of sounds, words and sentence structures, and so the communicative approach may be much better suited.[9] However, all of these approaches could also potentially serve to help ESOL students integrate into the social world as well.[10] However, the syllabus design and development in this case is also constructed within the requirements of the awarding body, thus requiring that students learn sufficient and in the right manner to meet the assessment requirements, and develop a general English vocabulary which covers personal details and experiences, work, education training, housing, family and friends, health, transport, weather, buying goods, leisure, UK society. The scope of such learning is significant, and cannot all be developed in one term, but the provision of vocabulary lists, and the implementation of constructive methods of learning can be built into the syllabus to allow for ongoing linguistic development which builds upon learning session by session.[11],[12] 1b  How might the different approaches to curriculum design you have outlined influence the outcomes for individuals and groups? The kinds of outcomes which relate to the curriculum here include looking at what skills, vocabulary and language structures will have been learnt in the different educational settings or contexts[13]. For example, the work or occupational based ESOL courses will be limited to the kinds of vocabulary which relate to work activities and practices, and will be quite specialised, while the kinds of programmes which are to do with family learning are likely to relate more strongly to more practical language which can be used in the home and in key scenarios such as learning how to communicate with school teachers and other people about the child. But over-defined objectives can limit learning, rather than support the dynamic forms of learning which are often more suited to ESOL.[14] One of the problems is that the primary contexts for learning, particularly if they are very specialised, such as the occupational learning context, or even learning English as a tourist, can lead to bad habi ts, because language learning is a process of developing attitudes and habits.[15] Thus the habits that have been developed in one context, may benefit or hinder the use of language and the learning and development of further language skills in another setting. However, supporting a degree of learning awareness and self-direction in learning is important, and depending on whether the curriculum is didactic or communicative, this could be more easily achieved or else become more difficult. A communicative approach is much more focused on the needs of the learner, and so is more dynamic, and more likely to foster self-direction in language learning. [16] Self-direction and the identification of structural regularities in language, such as learning applied grammar, can be enhanced by more directed learning approaches, or by a mixture of content-focused syllabi and communicative approaches[17], which has been the author’s experience in their current context. Despite the strengths of different approaches, the context of learning is very significant in how and how well students learn.[18],[19] However, language learning curricula, and the impacts of different approaches to teaching and learning, are still relatively poorly researched, and it would be useful to have more, diverse research and case studies which identify what kinds of approaches have been proven best in which settings.[20], [21] References Armitage, A., Bryant, R., Dunhill, R., Hammersley, M., Hayes, D., Hudson, A., Lawes, S. (1999) Teaching and Training in Post-Compulsory Education, Open University Press. Brillinger, K. (2003) From Theory to Practice: Creating Intermediate ESL Reading Materials Based on Current SLA Research and Theories, Newsletter of the Association of Teachers of English as a Second Language of Ontario, 29(3), 1-6 Burns, A. (2006) Surveying landscapes in adult ESOL research, Linguistics and Education, 17, 97–105 Curzon, L. B. (1997), Teaching in Further Education: an Outline of Principles and Practice, (5th ed.). London: Cassell. Dagenais, D. Beynon, J. and Mathis, N. (2008) Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices Pedagogies: An International Journal 3 (2) 85 – 108. Ewald, J.D. (2004) A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness 13 (3) 163-179. Ferris, D.R. (1994) Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly 28 (2) 414-420. Lochtman, K. (2002) Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching International Journal of Educational Research 37 (3-4) 271-283. Long, M. (1996) The role of the linguistic environment in second language acquisition. In Ritchie, W. and Bhatia, T. (eds) Handbook of Second Language Acquisition (413-468) San Diego, CA: Academic Press. Morgan, B. (1997) Identity and intonation: linking dynamic processes in an ESL classroom. TESOL Quarterly 31 (3) 431-450. Morrice, L. (2007) Lifelong learning and the social integration of refugees in the UK: the significance of social capital, International Journal of Lifelong Education, 26(2), 155-172 Reece, I. and Walker, S. (2000). Teaching, Training and Learning: a practical guide. Sunderland: Business Education Publishers. Roberts, C. Baynham, M. (2006) Introduction to the special issue: Research in adult ESOL, Linguistics and Education, 17, 1-5 Rogers, A. (1996), Teaching Adults, 2nd edition, Buckingham: Open University Press. Widodo, H.P. (2006) Approaches and procedures for teaching grammar. English Teaching: Practice and Critique. 5 (1) 122-141. Zamel, V. and Spack, R. (2006) Teaching Multilingual Learners across the Curriculum: Beyond the ESOL Classroom and Back Again. Journal of Basic Writing (CUNY), 25 (2) 126-152. 1 Footnotes [1] Nunan, D. (1988) [2] Nunan (ibid) [3] Nunan (ibid) [4] Nunan (ibid) [5] Zamel, V. and Spack, R. (2006) [6] Reece, I. and Walker, S. (2000). P 106 [7] Armitage, A., Bryant, R., Dunhill, R., Hammersley, M., Hayes, D., Hudson, A., Lawes, S. (1999) [8] Curzon, L. B. (1997), [9] [10] Morrice, L. (2007) [11] Morgan, B. (1997) [12] Lochtman, K. (2002) [13] Burns, A. (2006) [14] Reece and Walker (ibid) [15] Reece and Walker (ibid) [16] Rogers, A. (1996), [17] Widodo, H.P. (2006) [18] Long, M. (1996) [19] Ewald, J.D. (2004) [20] Roberts, C. Baynham, M. (2006) [21] Brillinger, K. (2003)

Kumdo in Korea

This martial art technique rooted way back 2000 years ago at the time of the early Three Kingdoms period – Shilla, Plahae, and Koryo.   In those times, sword bearing is a way of life, they follow every rules religiously and conduct their daily lives with strictly disciplined and moral manners. Through the use of sword the above dynasties have expanded their respective territories especially during the 7th to 15th century.   Specifically, the Palhae Dynasty was found and ruled by the ex-Koguryo warrior class after the fall of Koguryo in 668 A.D. After the fall of the unified three Kingdoms, the warrior class was just limited to state military who refined and developed the art under the name of â€Å"Ghihuck-Gum.† In 1896, Ghihuck-Gum was chosen to be the compulsory training requirement for the newly founded police academy.   From there on, Kumdo, the modern amalgamation of â€Å"the art of the sword† and â€Å"the way of righteousness† from the Taoist philosophy, was developed to be practiced by some as a sport and by others as a means of character development or spiritual refinement (U.S. Hwa Rang Kwan, 2006). In the 20th century, Kumdo used the bamboo sword and lightweight armor used in Japanese Kendo.   The population of people studying this technique grows very fast as the availability of the practice armor and sword made Kumdo flooded the market.   It made the technique more popular. What is Kumdo â€Å"Kumdo† means â€Å"sword way†.   It is the Korean counterpart of Japanese Kendo.   The current technique uses â€Å"juk do†(4 split bamboo sword) and the â€Å"ho goo†(the head and body gear), which began in 18th century. With â€Å"juk do† and â€Å"ho goo† the art of Kum Do took a surprising turn in its style. Allowing more experimentation without injury, the style became more effective by allowing stronger and deadlier blow without a considerable and extensive swing of the sword. The present form that combines of the inner strength (much signified by a scream from within â€Å"ki†), the absolute and unbounded swing of the sword(â€Å"kum†), and use of one's lower back and body(â€Å"chae†) was recently perfected. This is known as â€Å"ki-kum-chae.† Thus in tournaments one does not receive a point, although striking the opponent successfully, if the blow is not accompanied by all three components of â€Å"ki-kum-chae.†(Chang, 2006) The purpose of Kumdo can be summarized as: Mental and Physical Discipline Spiritual Discipline and Awakening Improved Technique Through Practice Discipline Based Upon the Spirit of Hwarang (Hwarang Ogae) Kundo practioners wear the same uniform as those who practice Kendo.   But there are many who are willing to use or vary the uniform including the color and accessories.   In Korea, practioner wear black trim and stripes on theur hakama instead of blue and this became popular in many dojos around the world. Like Kendo, Kundo has also 10 forms, removing sonkyo bow and using Korean names and terminologies instead.   Kumdo practitioners can compete in kendo tournaments.   There are a total of 400,000 practioners of Kumdo in Korea alone and is ranked as second most popular martial arts in Korea, next to Taekwondo. Origin Of Kumdo This technique originated in Korea but these art was admitted to be a direct interpretation of its Japanese counterpart – Kendo (â€Å"Ken† means sword and â€Å"do† means way) In fact, some of the early founders of this technique says that there is totally no difference between the two form of art. It should be understand that these similarities in technique in the two techniques can be rooted to the history of Korea. The annihilation of Japan to all the documents and historical artifacts of Korea including all the written documents about Korean Martial Arts have made it difficult for the Korean people and martial arts practioners to trace the original techniques of the Korean sword that originated way back in 4th century.  Ã‚   It is said to be composed of twenty-five poses and postures that would result in the immediate defeat of the opponent. Kumdo as an Art Just like any other martial arts techniques, Kumdo can be considered as an art because it has a very rich and deeply rooted technique that was developed because of the interesting classical traditional, religions, philosophies and meditation techniques from Korea. A martial art like Kumdo is an art but not an art form.   It is a skill acquired by experience, study and observation.   Also, it is something that can be enjoy and participate of any people from all walks of life.   But again, it is, first and foremost, an art of self defense. Although there are people that are motivated to study this because of the self-defense benefit of the technique but to appreciate the beauty and art that is inextricably intertwined in this (Orlando, 1997) It is an art because it has so many different artistic aspects. Just like dances, it has timing and rhythm. It has movements that can be used in dancing.   Just like in painting where artist mixed colors to produced art, it is the same thing with Kumdo, it is an infusion of classical traditional, religions, philosophies and meditation techniques. Spiritual Aspect of Kumdo Kumdo has three level of mastery and one of them is the spiritual alignment of a person.   Under this the limitations of physical body and mind merges through meditation techniques.   The mind is silenced through the refined focus and the sword is used solely as a tool to link the body and the mind with the infinite. (Shaw, 2000) It brings peace of mind and self-confidence and a disciplined and healthy mind. Through training, a person will have an honest self-examination or spiritual awakening. Ranking System and Ability Level Ranking in Kumdo Kyu from 10 to 1: jukyu, kukyu, hachikyu, nanakyu, rokyu, gokyu,yonkyu, sankyu, nikkyu, ikkyu.   Dan from 1 to 9: shodan, nidan, sandan, yondan, godan, rokudan,nanadan, hachidan, kudan.   Teaching certificates from lowest to highest: renshi, kyoshi, hanshi. The older schools (koryu) did not have dan ranks – they are a moderninvention. Instead, they used certificates ofmerit. There is virtually no standardization or commonality. Two common termsare menkyo-kaiden, referring to†graduates†, and kirigami for a first rank. Many ryu consider the ranks aslevels of initiation which have noparallel to dan and kyu. Still others broke the ranks down simply as studentand teacher, of possibly various levels. There are three levels in Kumdo 1.Physical Mastery – The students becomes expert in the physical aspect of the art.   These include understanding correct sword etiquette, mastery of the stances, and proper techniques in drawing and moving with the sword. 2.Mental Mastery –   The second level witnesses the Kumdo practitioner beginning to rise above the objective techniques of the sword. The Kumdo technician no longer needs to contemplate whether or not he is in the correct stance or unsheathing the sword efficiently. Through long periods of practice, all movements have become natural and there is no unnecessary thought given to them (Shaw, 2000) 3.Spiritual Alignment –   in this level the practitioner learn to make his physical body and mind work as one through the use of meditation technique. References Chang, Soon (2006) What is Kumdo?. U.S Hwa Rang Kwan. Retrieved on December 17, 2006 http://www.kumdo.com. Shaw, Scott (2000) Kumdo the Korean Art of Sword. Retrieved on December 17, 2006. http://www.scottshaw.com/kumdo.html Orlando, Bob (1997) Martial Arts America: A Western   Approach to Eastern Arts. California. Frog Ltd. ;

Adolescents as a Vulnerable Population for Obesity Essay

The adolescent, aged 12 to 18 years, is in the stage of identity versus role confusion. Life for teens is complex and the transition from the previous stage is tremendous. Teens are expected, and desire, to commence taking charge of their lives and their futures. They make decisions about who they are and how they will fit into the world. Knowledge and experience as these are related to education, health, politics, sex, environment, culture, family, and social relationships, all shape the teen’s identity. If adolescents do not successfully navigate this stage, they experience role confusion (Pantea, 2011). During the stage of adolescence, children attempt to self-identify or gain a sense of who they are and their role in life, while facing the challenges of peer pressure and other environmental factors. It is important to educate adolescence on the importance of maintaining self-strength to avoid the influence of the society around them. For us, as educators, this may be one o f the greatest challenges because we must try to relate to an adolescent in reference to their age, gender, socioeconomic status, etc. There are many theories that describe the changes an adolescent may go through; a popular theorists, Sigmund Freud describes both psychosexual as well as personality development throughout childhood. Adolescence is a very important time for teaching maintenance of healthy habits. The goal being, to carry these healthy habits into adulthood. Some factors which influence adolescent obesity are, limited access to healthy and affordable foods, environment, food insecurity related to lack of money, poor eating habits, an increase in â€Å"screen time† such as television, computers and video games causing a decrease in activity, and food marketing targeting children and adolescents. Adolescents eat more  food prepared away from home than in the past. Eating away from home increases calorie consumption, and many of the calories come in the form of saturated fats. Bottom line, kids are eating more unhealthy foods and they are a lot less active. â€Å"In 2009, less than 20 percent of high school students engaged in the recommended amount of physical activity of 60 minutes every day and over 20 percent did not get exercise on any day, though rates vary by gender and race† ( Schwartz & Peterson, 2010). In 1992 the U.S. Department of Agriculture (USDA) created the food guide pyramid. This basic drawing explained the pieces of a healthy diet. The pyramid was widely used in schools, on food labels, in print media and medical brochures. However this was not based on much scientific evidence and did not do much to encourage healthy eating. In 2011 the USDA replaced the pyramid with â€Å"My Plate†. This new image is a simple way to remind people to think about food choices when eating a meal. The www.choosemyplate.gov website is designed to help people of all ages and backgrounds incorporate better eating habits. This site offers meal planning, education, games for children, and also links to other sites that can enhance your knowledge on nutrition (USDA, 2014). â€Å"Epidemiology is the science and practice which describes and explains disease patterns in populations and puts this knowledge to use to improve health† (Bhopal, nd), or the science or study of epidemic. It is the scientific study of disease exploration. According to the CDC the ten steps used in investigating an outbreak of a disease are: 1) Prepare for field work, 2)Establish the existence of an outbreak, 3)Verify the diagnosis, 4)Define and identify cases, 5)Describe and orient the data in terms of time, place, and person, 6)Develop hypotheses, 7)Evaluate hypotheses, 8)Refine hypotheses and carry out additional studies, 9) Implement control and prevention measures, 10) Communicate findings. (Centers for Disease Control, 2004). The epidemiologic triangle is a model that scientist have established for studying health problems. The triangle has three corners called vertices. The three vertices of the triangle are the agent, host, and environment. In relationship to adolescent obesity, the primary agent influencing adolescent obesity is high caloric food and its availability, the host is the teenager being physically inactive and/or over eating, and  the environment is the absence of accessibility to nutritious healthy foods, education resources and support Epidemiologists prefer two types of studies for searching out risk factors for disease, case-control studies and cohort studies. A cohort study would be most suitable for the research of adolescent obesity since it would provide a much better opportunity to establish a cause-effect relationship as it begins with the exposure, high calorie food and moves forward in time to the disease, adolescent obesity, which could be stretched further into adulthood obesity and the diseases related to it. The three levels of epidemiological disease prevention are, primary, secondary and tertiary. The primary level focuses on prevention methods before the person gets the disease. So in the case in adolescent obesity the primary level of prevention would be to develop a plan that is effective both at home and in school for preventing weight gain by promoting healthy eating and exercise habits. Schools possess the opportunity to give students the tools and strategies for them to adopt and continue healthy lifestyles even after they graduate or leave. Assuring there are strategies in place at schools to promote healthy activities is also crucial to reshaping student’s habits for the better. First, they must build the foundation for healthy activity and eating. Schools need to have a coordinated school health program in place as a guideline. CSHPs provide a systematic approach to promoting Student health and learning. The model promoted by CDC consists of eight components that can strongly influence student health and learning including health education, physical education, and school meals, which are present in most schools (CDC, 2013). â€Å"Active coordination is needed to engage school staff,   implement district/school priority actions assess programs   and policies; create a plan based on data, sound science, and analysis of gaps and redundancies in school health programming; establish goals, and evaluate efforts. A well-coordinated school health program results in an organized set of courses, services, policies and interventions that meet the health and safety needs of all students† (CDC, 2013, pg.3). So primary prevention reduces both the incidence and prevalence of a disease. The secondary level focuses on after the disease has occurred but before the person realizes anything is wrong. The goal of secondary prevention is to find and treat disease early. So, say for instance, the adolescent is â€Å"a little overweight† or â€Å"thick but not fat†, by the time the teenager is recognizing and using these terms, they are most likely well on their way to being classified as obese. Finally the tertiary level is aimed at those people who already have symptoms of the disease. The goal of tertiary care is to prevent the disease from causing any further health related complications and to perhaps slow down the disease process. There is also a goal of providing better care to the patient and maybe even doing it well enough that the disease can be reversed and the patient can be healthy again. So an obese adolescent who has been diagnosed as obese and is aware they are obese would fall into this category. In conclusion, epidemiologists study the adolescents and their health problem of obesity and from these studies they try to find the contributing factors to the problem of adolescent obesity. Then the epidemiologist look for a solution to the problem, by perhaps researching ways to eliminate the contributing factors, in hopes of preventing the disease of adolescent obesity before it starts. References Bhopal R nd What is epidemiologyBhopal, R. (nd). What is epidemiology? Retrieved from http://www.pitt.edu/super7/18011 20140413220211460672974 Center for Disease Control 2004 Steps for an Outbreak InvestigationCenter for Disease Control (2004, November 17). Steps for an Outbreak Investigation. Retrieved from http://cdc.gov/excite/classroom/outbreak/steps.htm. Center for Disease Control and Prevention (2013) Adolescent and School Health. Retrieved 04/12/14 from http://www.cdc.gov/healthyyouth Pantea, M. (2011). Adolescence. In M. Stange, C. Oyster, & J. Sloan (Eds.), Encyclopedia of women in today’s world. (1st ed., pp. 26-28). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org.ezproxy.apollolibrary.com/10.413 5/97814129vcvvvvcffffddfdfr 95962.n11 20140413222409263847828 Schwartz S Peterson J 2010 Adolescent Obesity in the Unted StatesSchwartz, S., & Peterson, J. (2010, November). Adolescent Obesity in the United States. Retrieved from http://www.nccp.org/publications/pub_977.html United States Department of Agriculture. (2014). Choose my plate. Retrieved from http://choosemyplate.gov/ 20140413214914517867326

The Japanese Word Kagaku

For those interested in Science, and in studying the Japanese language, get to know the word, Kagaku. Kagaku or  Ã§ §â€˜Ã¥ ­ ¦ (㠁‹ã Å'㠁 ) in Japanese characters is the Japanese word for science.   Example Kagaku  ga  shinposhite,  watashitachi  no  seikatsu  wa  benrini  natta.​ ç §â€˜Ã¥ ­ ¦Ã£ Å'é€ ²Ã¦ ­ ©Ã£ â€"㠁 ¦Ã£â‚¬ Ã§ § Ã£ Å¸Ã£  ¡Ã£  ®Ã§â€Å¸Ã¦ ´ »Ã£  ¯Ã¤ ¾ ¿Ã¥Ë† ©Ã£  «Ã£  ªÃ£  £Ã£ Å¸Ã£â‚¬â€š Translation: Thanks to the development of science, our lives have become much more convenient.​