Grammar translation method Essay

Both the grammar translation method and communicative language teaching are teaching methods for acquiring a foreign language. Whereas the grammar translation method focuses on the translation of certain grammar rules and the translation of vocabulary, the communicative approach aims for acquiring the skill of communication for the learner Scrivener (2011). Both methods are effective in their own way, although the communicative approach focuses on the actual goal of language, namely communication between human beings. In this essay the grammar translation method and the communicative approach will be compared and contrasted, laying special emphasis on the assertion that the communicative approach is more effective for the learning and understanding of a foreign language than the grammar translation method. First of all, a remarkable difference in language usage is noticeable when comparing the two methods. While the grammar translation method exclusively uses the learner’s mother tongue, the communicative approach uses nothing else but the actual target language. With the use of the mother tongue, it is easier to understand grammar and meaning of words. (Rhalmi, M. (2009). This is a required skill to decipher written texts. When only using the foreign language, the level of oral communication increases. (Rhalmi, M. (2009). To find out which of both outcomes has a bigger value, it needs to be clear what the original goal of language is. Communicating is a required skill to survive. Oral communication is something that dates from the origin of the human kind. The invention of written language is a lot more recent. (Bright, W. (n.d). This proves that language is originally used for communication. Given this point, there can be concluded that the outcome of the communicative approach has bigger value to language’s actual goal.  In contrast, a really attractive feature on th e grammar translation method is its easily understandable explanation of grammar, words and phrases. Because of the fact that all the explanation happens in the mother tongue, it is easy for the learner to understand what is being said. Also, learners acquire a better capacity of understanding synonyms in the foreign language, due to the fact that they have already learned the meaning. Secondly, the communication between teacher and learner is flawless. Since the teacher and the learner speak the same language, the teacher can easily verify whether the pupils have learned what is just explained. (Fitriyanti, R. (2011).  Within the communicative approach, the communication between student and teacher is a lot more difficult and tedious in the beginning, which has to do with the use of target language only. However, the communication between teacher and learner is from much more value as the learner becomes more familiar with the foreign language (Abradi, C. (n.d). Because of goal aimed teaching in communicative language teaching, the communicative competence improves quickly (this will be explained later). What this says is that the tedious communication at the beginning can better be seen as a learning moment, rather than a disadvantage. Thirdly, in both methods there is a completely different way of acquiring skills. With the grammar translation method the students are supposed to learn the rules about the target language when sitting down and listening to their teacher. Grammar structures are explained and vocabulary is taught through word lists with a translation. The learner’s practice to apply what they’ve learned exists out of exercises where the learner needs to translate sentences or texts from the native to the target language and the other way around. (Rahlmi, M. (2009). Thus, this is a rather passive way of learning. The communicative language teaching lessons are quite different. These lessons contain meaningful activities in which the learner is required to interact. The activities are based on the interest of the learner to boost learning motivation. (Rhalmi, M. (2009). So, whereas the grammar translation method is rather passive, communicative language teaching is quite active. Passive learning is not really effective for the learner. (Ebbens, S (2013) states that a much better result of learning is caused by (inter)active practice. To go on, the teacher’s role is quite different in both methods. With the grammar translation method, the teacher is basically the guide for the learning process. The method is teacher centred, which means that the class focuses just on the explanation of the teacher. The role of the teacher here is to provide information to the students (Fitriyanti, R. (2011). â€Å"Teachers in communicative classrooms will find themselves talking less and listening more–becoming active facilitators of their students’ learning (Larsen-Freeman, 1986)† The communicative approach is a student centred method. Although the teacher sets up the exercise, it is the learner’s performance which fills up most of the lesson (Orellana. (2007). The  learning process is less effective when the teacher does most work in the classroom (teacher centred method) instead of the students doing most work in the classroom. (student centred method) (Ebbens, S (2013). A fifth issue, on which the two methods can be compared and contrasted on, is its historical background. The fact that learners of the grammar translation method are not able to produce comprehensive output in the form of oral communication, became evident in the years 1939 until 1945 (World War II) when the grammar translation method was not teaching students the foreign language effectively enough to communicate with allies or to understand the communications of the enemy, which was required to survive. When this occurred, a new approach appeared known as the audio lingual method which was based on structuralism and (The Grammar-Translation Method, n.d,). In 1957 the audio lingual method was criticised by the prominent linguist Noam Chomsky for its inability to teach learners to creatively apply language (Rhalmi, M. (2009). Partly because of this criticism, during the 60s of the 20th century, commutative language teaching was introduced in the classroom. (Rhalmi, M. (2009). This states that communicative language teaching was invented as a reaction on an alternative method for the grammar translation method. Thus, the communicative approach is actually already a more modern and adapted method of teaching the core goal language has. To summarise the main points mentioned in this essay; The difference of language usage in both methods, the advantage in language usage of both methods, the way of acquiring skills in both methods, the teacher and students role, and the historical background of both methods. These points given, I can conclude that the communicative approach of teaching a language is more effective to teach the learner language’s original goal, communication, than the grammar translation method. Although, if one is talking about comprehensive output in the form of letters and/or written text translations, the grammar translation method is superior to the communicative approach. Bibliography Rhalmi, M. (2009). Communicative Language Teaching (The Communicative Approach). Available: http://www.myenglishpages.com/blog/communicative-language-teaching-communicative-approach/. Last accessed 05/06/2014. Bright, W. (n.d). What’s the Difference between Speech and Writing?.Available: http://www.linguisticsociety.org//resource/whats-difference-between-speech-and-writing. Last accessed 05/06/2014. Rahlmi, M. (2009). Grammar Translation Method. Available: http://www.myenglishpages.com/blog/grammar-translation-method/. Last accessed 05/06/2014. Fitriyanti, R. (2011). Grammar Translation Method. Available: http://novaekasari09.wordpress.com/2011/06/12/grammar-translation-method/. Last accessed 05/06/2014. Abradi, C. (n.d). Advantages and disadvantages of communicative language teaching. Available: https://www.academia.edu/4743392/Communicative_Language_Teaching_theories_lesson_plan_and_application. Last accessed 05/06/2014. Orellana. (2007). The Communicative Approach in English as a Foreign Language Teaching Leer mà ¡s: http://www.monografias.c om/trabajos18/the-communicative-approach/the-communicative-approach.shtml#how#ixzz33uLe7fXe.Available: http://www.monografias.com/trabajos18/the-communicative-approach/the-communicative-approach.shtml#how. Last accessed 07/06/2014. The Grammar-Translation Method. (n.d). Available: http://hlr.byu.edu/methods/content/text/grammar-text.htm. Last accessed 02/06/2014. Scrivener (2011). Learning Teaching. 3rd ed. Londen: Macmillian. 31-32. Ebbens, S (2013). Effectief leren. Houten: Noordhoff uitgevers.

Important Quotes Frankenstein

Important quotes from Frankenstein â€Å"†¦ an enterprise which you have regarded with such evil forebodings. † – RW, P. 7 â€Å"I shall certainly find no friend on the wide ocean,† – RW, P. 11 â€Å"We accordingly brought him back to the deck, and restored him to animation† – RW on VF, P. 14 â€Å"†¦ playful as a summer insect†¦ lively as a bird†¦ the most fragile creature† – VF on E, P. 20 â€Å", the first misfortune of my life occurred – an omen, as it were, of my future misery† – VF, P. 25 â€Å"Thus ended a day memorable to me; it decided my future destiny† – VF on inevitable fate, P. 30 â€Å"†¦ y father had taken the greatest precautions that my mind should be impressed with no supernatural horrors. † – VF on actually having a caring father, also, Gothicism, P. 31 â€Å", I became myself capable of bestowing animation upon lifeless matter† à ¢â‚¬â€œ VF, P. 32 â€Å"†¦ a dreary night†¦ with an anxiety that almost amounted to agony† – VF and the day of creation, his mental state and pathetic fallacy, P. 35 â€Å"†¦ my candle was nearly burnt out† – VF, a metaphor for his sanity, P. 35 â€Å"†¦ he muttered some inarticulate sounds, while a grin wrinkled his cheeks† – VF on the monster as a newborn baby, P. 6 â€Å"†¦ one hand was stretched out† – VF on the monster as Michelangelo’s Creation of Adam, P. 36 â€Å"†¦ but I escaped, and rushed down stairs† – VF abandons his baby, his duty, P. 36 â€Å"Oh, save me! save me! † – VF as a damsel in distress, HC is the saviour, save-haven, P. 39 â€Å"†¦ the season contributed greatly to my convalescence† – VF as a Romantic, nature restores health P. 39 â€Å"During the whole of this wretched mockery of justice, I suffered living torture. â₠¬  – VF, the beginning of injustice; brought on simply by himself, P. 54 â€Å"Could the daemon†¦ lso in his hellish sport have betrayed the innocent to death and ignominy. † – VF. It was VF who betrayed the innocent, so surely then he is the daemon? P. 56 â€Å"Justine died; she rested; and I was alive. † – VF; is death better than life at this point? P. 61 â€Å"†¦ deep, dark, death-like solitude† – VF, P. 61 â€Å"I had been the author of unalterable evils† – VF and his inevitable fate, his realised sense of guilt and fault, P. 62 â€Å"The rain depressed me† – VF, pure and simple pathetic fallacy, P. 65 â€Å"†¦ the view of the tremendous and ever-moving glacier†¦ t had then filled me with a sublime ecstasy† – VF on the sublime nature of his setting, P. 66 LINK: â€Å"Infinity has a tendency to fill the mind with that sort of delightful horror† – Edmund B urke, On the Sublime and Beautiful â€Å"†¦ the vast river of ice†¦ their icy and glittering peaks† – VF, a continuation of the sublime, and a reference to Rime, P. 67 LINK: â€Å"The ice was here, the ice was there / The ice was all around† – Samuel Taylor Coleridge, Rime of the Ancient Mariner â€Å"All men hate the wretched† – M, proving himself different to humans, P. 7 â€Å"†¦ you, my creator† – M, master/slave distinction, father/son distinction, self-awareness, P. 68 â€Å"I ought to be thy Adam; but I am rather the fallen angel† – M is comparing himself to the devil. Whereas he should have been a perfect being, he became an archetypal fallen angel, like Lucifer for example, P. 68 LINK: â€Å"Awake, arise or be for ever fall’n. † – John Milton, Paradise Lost â€Å"†¦ thy creature, who implores thy goodness and compassion. † – M only needed his creator, his father, to care for him. He was of a good nature, until rejection. P. 8 â€Å"; my soul glowed with love and humanity† – M, until he realised he was not human, P. 68 â€Å"Oh, praise the eternal justice of man! † – M. This brilliantly ironic; the monster has learnt sarcasm, and is using it to condemn VF for wanting to murder him, despite VF accusing the monster of murder. In doing so, the monster mocks the injustice of Justine’s trial, as well as William’s death, P. 69 â€Å"Cursed be the day†¦ in which you first saw light! † – VF. Unlike convention, the symbolism of light here is negative, P. 69 â€Å"I thrust my hand into the live embers, but quickly drew it out again with a cry of pain. – M has no parent, he learns through trial and error, P. 71 â€Å"†¦ miserable, from the inclemency of the season, and still more from the barbarity of man. † – M, as an unnatural being, has at this point neither nature nor mankind. He is a reject, P. 73 â€Å"It was indeed a paradise, compared to the bleak forest, my former residence† – M, his hovel is a paradise from which he is soon banished, after he gives in to curiosity and tries the ‘forbidden fruit’; talking to humankind, P. 75 â€Å"†¦ when I found that in doing this I inflicted pain on the cottagers, I abstained† – M learns guilt, is of a good nature, P. 7 â€Å"I went into the woods, and collected my own food and fuel for the cottage. † – M becomes a parent to the De Lacy family, and furthermore becomes a peasant, P. 79 â€Å"The lady was dressed in a dark suit, and covered with a thick black veil† – M describes Safie as dressing in a Gothic manner, P. 80 â€Å"†¦ her eyes were dark, but gentle† – M, provides alternate view to idea of black symbolising darkness or Gothicism, P. 81 â€Å"And what was I? † – M has no cl ass, has no role in society, P. 83 â€Å"Of what a strange nature is knowledge! – M realises that maybe all that he has learnt is not for the better, P. 83 â€Å"The injustice of his sentence was very flagrant† – M again experiences injustice, grows evermore corrupt, P. 85 â€Å"I can hardly describe to you the effect of these books† – M acquires life-changing books, P. 89 â€Å"†¦ the picture of an omnipotent God warring with his creatures† – M, familiar? M vs. VF, P. 90 â€Å"Like Adam, I was created apparently united by no link to any other being in existence, but†¦ he had come forth from the hands of God a perfect creature, happy and prosperous†¦ I was wretched, helpless and alone. – M links himself to Adam, realises he is not a perfect creature, or a human. He acknowledges his alienation, his loneliness, P. 90 LINK: â€Å"Adam, the goodliest man of men since born his sons† – John Milton, Para dise Lost â€Å"Many times I considered Satan as the fitter emblem of my condition† – M is the fallen angel, P. 90 â€Å"†¦ the hearts of men†¦ are full of brotherly love and charity† – De Lacy, but maybe M isn’t a human brother, he is different, P. 93 â€Å"I am blind, and cannot judge of your countenance, but there is something in your words which persuades me that you are sincere. † – De Lacy.M speaks eloquently, is compassionate (at this point) and cares for the De Lacy family, but on the outside is a monster, P. 94 â€Å"No: from that moment I declared everlasting war against the species† – M is rejected by De Lacy family, P. 95 â€Å"This was then the reward of my benevolence! † – M saves a woman from drowning, and is shot in doing so. Again, it is his appearance, not his intention, that is seen by mankind, P. 99 â€Å"You, my creator, would tear me to pieces† – M, but actually , VF tears the female M to pieces, P. 102 â€Å"Oh! my creator, make me happy† – M, this is the simplest demand to his father/creator, P. 02 â€Å"I do not destroy the lamb and the kid, to glut my appetite; acorns and berries afford me sufficient nourishment† – M; eco-criticism? P. 103 â€Å"; the sun will shine on us as on man, and will ripen our food. † – M. Both Romantic (nature supplying food) and Marxist (all men are equal)? P. 103 â€Å"†¦ with this deadly weight yet hanging around my neck† – VF acknowledges his guilt, but it still exists. Also, has he replaced religion with his actions, and replaced God with himself? P. 108 LINK: â€Å"Instead of the cross, the Albatross / About my neck was hung. – Samuel Coleridge, Rime of the Ancient Mariner. â€Å"But in Clerval I saw the image of my former self† – VF. Could it be that Clerval is the innocent, ambitious and excitable VF, and the monster is t he corrupt and miserable VF? P. 113 â€Å", the sight of what is beautiful in nature†¦ could always interest my heart. † – VF was (he is recollecting his childhood, here) a Romantic. Now, he has gone against nature and created something unnatural, P. 114 â€Å"Had I a right†¦ to inflict this curse upon everlasting generations? † – VF suddenly gains a conscience. Was M simply a ‘test-run’?He has learnt his lesson, and he shall now tear up the female M, P. 119 â€Å"Have my murderous machinations deprives you also, my dearest Henry, of life? † – VF, I think we now know who the murderer is, P. 127 â€Å"The peasants were shut up in their hovels† – VF, so was M a peasant? P. 148 â€Å"You have read this strange and terrific story†¦ do you not feel your blood congealed with horror, like that which even now curdles mine? † – RW; so was the story Gothic? P. 151 LINK: â€Å"†¦ one to make the reader dread to look around, to curdle the blood, and quicken the beatings of the heart. – Mary Shelley, on what Frankenstein was intended to be. â€Å"in his murder my crimes are consummated;† – M, upon seeing VF dead, believes justice has been done. He who abandoned him has suffered. P. 158 â€Å"I, the miserable and the abandoned, am an abortion† – M did actually develop fully, though. He was, however, an aborted experiment, P. 160 â€Å"He was soon borne away by the waves, and lost in darkness and distance. † RW, not only is M lost in darkness, but so is the reader. What happens next? Does M really stay by his word? What comes of RW? P. 161

Mother Teresa

BLESSED MOTHER TERESA OF CALCUTTA Mother Teresa of Calcutta was an Albanian-born Indian Roman Catholic nun and founder of the Missionaries of Charity. She was a very devout catholic who dedicated her life to caring for well-being of others and helping those in need of love and affection. Her beliefs and values of life reflected her religious identity and purpose, which developed and contributed to her life and work. Mother Teresa was born Agnes Gonxha Bojaxhiu, in Macedonia, on the 26th of August, 1910.From her childhood, Agnes attended prayers and received first communion at the age of five. Her father died when she was just eight years old leaving the family in financial straits. Her mother raised her children firmly as Roman Catholics and this greatly influenced Agnes' character and vocation. Her religious formation was further assisted by the parish of the Sacred Heart in which she was much involved. Agnes was fascinated by stories of the lives of missionaries and their service i n Bengal.By the age of 12, she was convinced that she should commit herself to a religious life. She left home at the age of 18 and joined the sisters of Loreto, an Irish community of nuns with missions in India. She arrived in India and began her novitiate in Darjeeling in 1929, where she taught at the St. Mary’s school. She took her first religious vows as a nun on 24th May 1931. She chose to be named after Therese de Lisieux, the patron saint of missionaries and received the name Sister Mary Teresa.She stood her final profession of vows on 14th May 1937, while serving as a teacher at the Loreto convent school in eastern Calcutta. Mother Teresa was deeply disturbed by the suffering and poverty surrounding her in Calcutta. On 10th September 1946, she experienced what she later described as â€Å"the call within the call†. She heard God’s voice- the message was â€Å"to leave the convent and help the poor while living among them. † It was an order and had to be obeyed. â€Å"To fail would have been to break the faith. †She left the Loreto community and devoted herself to working among the poorest of the poor in the slums of Calcutta. She began her missionary work with the poor in 1948 wearing the traditional white cotton sari with a blue border. After receiving basic medical training in Patna , she ventured out into the slums. Although she had no funds and no income, she depended on Divine Providence and started the first open-air school for slum children in Calcutta, helping them and teaching them about hygiene. Soon she started tending to the needs of the destitute and starving.In early 1949 she was joined by a group of women and laid the foundations to create a new religious community helping the â€Å"poorest of the poor. † On 7th October 1950, Mother Teresa started the Missionaries of Charity. Its mission was to care for â€Å"the hungry, the naked, the homeless, the crippled, the blind, the lepers, all those peo ple who feel unwanted, unloved, uncared for throughout society†. It began as a small order with 13 members in Calcutta and by 1997 it had grown to more than 4000 sisters. In 1952 Mother Teresa opened a home for the dying in Calcutta.She converted an abandoned Hindu temple into the Home of the Pure Heart. Those brought to the home received medical attention and were afforded the opportunity to die with dignity, according to the rituals of their faith. â€Å"A beautiful death is for people who live like animals to die like angels-loved and wanted. † The Missionaries of charity established a home and clinics for those suffering from Hansen’s disease, commonly known as leprosy, providing medication, bandages and food. Later in 1955 they opened a children’s home of the Immaculate Heart, as a haven for orphans and homeless youth.The order spread through India in the 1960’s and soon expanded through the globe. The Missionaries of Charity Brothers was found ed in 1963 and contemplative branch of the sisters followed in 1976. In 1981 Mother Teresa also began the Corpus Christi movement for priests and in 1984 founded with Fr. Joseph Langford the Missionaries of Charity Fathers. By 2007 the Missionaries of Charity numbered approximately 450 brothers and 5000 sisters worldwide, operating 600 missions, schools and shelters in 120 countries.Her work has been recognised and acclaimed throughout the world and she has received a number of awards and distinctions, including the Pope John Paul xx111 Peace Prize, 1971, the Nehru Prize for her promotion of international peace and understanding, 1972. After Mother Teresa’s death in 1997, the Holy See began the process of beatification, the third step towards canonization. This process requires the documentation of a miracle performed from the intercession of Mother Teresa.In 2002, the Vatican recognised as a miracle the healing of a tumour in the abdomen of an Indian woman, Monica Besra, aft er the application of a locket containing Mother Teresa’s picture. The beatification of Mother Teresa took place on 19th October 2003, bestowing on her the title â€Å"Blessed†. A second miracle is required for her to process to canonization. Everywhere in the world, Mother Teresa's work has been seen and awarded & she was given many awards for her selfless & loving acts. Pope John XXIII awarded Mother Teresa the Peace Prize in the year of 1971.Also, she was awarded the Nehru Prize because of her promotion of international peace and understanding in the year of 1972. Sadly, Mother Teresa had died on September 5, 1997 in her convent in India when she was at the age of 87. All in all, Mother Teresa was a selfless, living saint that had changed the lives of millions of people throughout the world. She had affected the lives of the poor, Catholics, & people like herself, that wanted to help others. She had done many great things from becoming a nun to creating one of the most effective orders in Catholic history. Mother Teresa Agnes Goanna Bauxite was born on August 26, 1910 in Skopje, Macedonia. Her parents' names were Nikolas and Droned Boo]axis, and she was the youngest of three children. Agnes was interested in helping people at a very young age. She became a member of a youth group in her parish called Stolidity. While she was a member of this youth group, she became interested in missionaries.She Joined a community known for their missionary work in India named the Sisters f Loretta at the age of 17. This is where she took her vows, and she chose the name Teresa after Saint There's of Leslies. Soon after, Sister Teresa began teaching at SST. Marry High School in Calcutta. In 1944 she became the principle of the high school. Sister Teresa became very ill and was not able to teach anymore, she was sent to Adrenaline for rest and recuperation. On the way to Adrenaline, she received a call that said, â€Å"She was to leave the convent and work with the poor, living among them. Mother Teresa started teac hing at a school in the slums. She also learned basic declined skills and treated people that could not afford doctors or medicine. Mother Teresa and some of her pupils went around poor neighborhoods and looked for dying children, men and women on the side of the streets who were rejected by local hospitals and brought them to a room that she rented out, and gave them the opportunity to die knowing that someone cared. The group of people that did this with mother Teresa was known as the Missionaries of Charity. The Missionaries of Charity started to branch throughout the world.The society became an International Religious Family by a decree of Pope Paul VI. In the asses Malcolm Muggier wrote and produced a documentary called â€Å"Something Beautiful for God†. This book brought a wider public attention to the life of Mother Teresa. In 1979, Mother Teresa was awarded the Nobel Peace Prize, â€Å"for work undertaken in the struggle to overcome poverty and distress, which also constitutes a threat to peace. † Mother Teresa did not attend the banquet but, but asked that the $192,000 be given to the poor. She also was awarded the Medal of Freedom, the highest U. S. Civilian award.She also received the honorary U. S. Citizenship. Mother Teresa never tried to convert the people she helped to the Catholic faith, but she still had strict a Catholic faith. She was strict on abortion, the death penalty, and divorce. On February 3, 1994 at a National Prayer Breakfast, sponsored by the U. S. Senate and House of Representatives, in Washington DC, Mother Teresa spoke about family life and abortion. She said, â€Å"Please don't kill the child. I want the child. Give the child to me. The last two decades of her life she spent traveling with different branches of the Missionaries of Charity helping the poor.During this time she mad multiple illnesses. In Rome is 1983, while visiting Pope John Paul II, she suffered a heart attack. While she was in Mexico she suffe red from pneumonia, soon after she suffered from further heart problems. Due to all of her health issues she offered to resign from her head of Missionaries of Charity position, but the order of the sisters, a secret ballet, voted for her to stay. In April 1996, Mother Teresa fell and broke her collar bone, in August she suffered from malaria and failure of the left heart ventricle. After her heart surgery her health began to decline again.She believed that she was under attack by the devil so she had a priest perform an exorcism on her. On March 13, 1997 she finally resigned from her head of Missionaries of Charity position. She died on September 5, 1997. If Mother Teresa had never come to be most people would not be affected, however it would have made a difference in the lives of hundreds of thousands of lives that she impacted thought her life. Mother Teresa Mother Teresa was born on 26 August 1910, but she considered 27 August, the day she was baptized, to be her â€Å"true birthday†. She was born in Skopje, now capital of the Republic of Macedonia, but at the time part of the Ottoman Empire. On 10 September 1946, Teresa experienced what she later described as â€Å"the call within the call† while travelling by train to the Loreto convent in Darjeeling from Calcutta for her annual retreat. â€Å"I was to leave the convent and help the poor while living among them. It was an order. To fail would have been to break the faith. † She began her missionary work with the poor in 1948, replacing her traditional Loreto habit with a simple white cotton sari decorated with a blue border. Mother Teresa adopted Indian citizenship, spent a few months in Patna to receive a basic medical training in the Holy Family Hospital and then ventured out into the slums. Initially she started a school in Motijhil (Calcutta); soon she started tending to the needs of the destitute and starving. In the beginning of 1949 she was joined in her effort by a group of young women and laid the foundations to create a new religious community helping the â€Å"poorest among the poor†. In 1982, at the height of the Siege of Beirut, Mother Teresa rescued 37 children trapped in a front line hospital by brokering a temporary cease-fire between the Israeli army and Palestinian guerrillas. Accompanied by Red Cross workers, she travelled through the war zone to the devastated hospital to evacuate the young patients By 1996, she was operating 517 missions in more than 100 countries. Over the years, Mother Teresa's Missionaries of Charity grew from twelve to thousands serving the â€Å"poorest of the poor† in 450 centres around the world. Mother Teresa suffered a heart attack in Rome in 1983, while visiting Pope John Paul II. After a second attack in 1989, she received an artificial pacemaker. In 1991, after a battle with pneumonia while in Mexico, she suffered further heart problems. She offered to resign her position as head of the Missionaries of Charity, but the sisters of the order, in a secret ballot, voted for her to stay. Mother Teresa agreed to continue her work as head of the order. In April 1996, Mother Teresa fell and broke her collar bone. In August she suffered from malaria and failure of the left heart ventricle. She had heart surgery but it was clear that her health was declining. The Archbishop of Calcutta, Henry Sebastian D'Souza, said he ordered a priest to perform an exorcism on Mother Teresa with her permission when she was first hospitalised with cardiac problems because he thought she may be under attack by the devil. On 13 March 1997, she stepped down from the head of Missionaries of Charity. She died on 5 September 1997. Mother Teresa â€Å"Love is repaid by love alone.† Mother Teresa first read these words when she was eighteen years old while on her way to Ireland to become a nun. Sixty-nine years later before her death she must have realized that she was one of the most loved women in the world. If the Saint Teresa’s phrase has any literal meaning, there is possibly no one in our age who has deserved so much love in return as Mother Teresa. Anyone who has heard her story can attest to her greatness. This was a woman who felt being a devout nun, just wasn’t enough. She gave up her Sisters of Loreto robe for the blue and white sari of the poor, to aid and live among the destitute of Calcutta. Upon taking a vow of poverty, purity and obedience to start her new order, she told herself, â€Å"I’ll teach myself to beg no matter how much abuse and humiliation I have to endure† in order to help others. Her unwavering devotion to this cause came from her belief that her work was nothing less than a direct order from God. Her Childhood Mother Teresa's story begins in the small town of Skopje in Albania, Eastern Europe. She was born in Skopje on 27th August 1910 to a shopkeeper, Nikolle Bojaxhiu and his wife Drana. She was given the names Agnes Gonxha. The family always called her Gonxha, which means flower bud, because she was always plump and pink and cheerful. She was the youngest of three children, with a brother Lazar and sister Aga. They lived in a large house with a big garden. The Bojaxhiu family had a long tradition of success in crafts, fabric-dyeing and trade. Gonxhe was baptized in the Heart of Jesus Catholic Church and successfully completed elementary and high school years in church schools, where she was an active member of the drama section, the literary section, and the church chorus. Her parents were very caring and never turned away anyone who needed help. When Mother Teresa recalled her childhood she said ‘We were a united and very happy family.' Her greatest joy as a child came during church masses where she could sing, read and pray. Agnes attended mass every day, prayed and said the rosary every night. When Agnes was eight years old her father died. Her mother worked very hard to make sure the children were happy and Mother Teresa remembered her childhood as being ‘exceptionally happy.' Agnes’ mother continued to help others in need, seemingly unaware of her own condition. She would take care of alcoholic women in their neighborhood and helped another widow with six children raise her family. When that widow died, those six children became a part of the Bojaxhiu family. By looking back on Mother Teresa’s childhood now we cannot help but understand the effects of her mother’s values, charity and devotion. She grew up surrounded by faith and compassion and at age twelve received her first â€Å"calling from God† to help the poor. Upon hearing of this experience, her mother gave Agnes this advice, â€Å"Put your hands in His hands and walk all the way with Him.†Ã‚   So at 12, she joined an Abbey, and at 18 she became a member of the Loreto Order of nuns. She trained in Dublin, where the motherhouse of the Loreto Sisters was. She chose the name of Sister Teresa, in memory of Saint Thà ©rà ¨se of Lisieux. In December 1928 she began her journey to India and continued to Darjeeling, at the base of the Himalayan Mountains, where she would continue her training towards her religious vows. Soon after, on January 6, 1929 she arrived in Calcutta, the capital of Bengal, India to teach at a school for girls. In Calcutta, she worked as a school aid, teacher and principal for a middle-class high school for Bengali girls. During these years she could not help but be touched by the poverty and misery in the streets and slums around her. She started actively going to hospitals and slums where she became more and more dissatisfied with the state of the people around her and the efforts to help them. On September 10, 1946, on the long train ride to Darjeeling where she was to go on a retreat and to recover from suspected tuberculosis, something happened. She had a life-changing encounter with the Living Presence of the Will of God. Mother Teresa recalls: â€Å"I realized that I had the call to take care of the sick and the dying, the hungry, the naked, the homeless – to be God's Love in action to the poorest of the poor. That was the beginning of the Missionaries of Charity.† Read also  Summary : Love Is Never Silent She didn't hesitate, she didn't question. She asked permission to leave the Loreto congregation and to establish a new order of sisters. While the church recommended she join the Daughters of Saint Anna, who worked with the poor, Sister Teresa felt this was not nearly adequate to the calling she had received. She didn’t want to help the poor and retreat to a convent at night, but instead become one of the poor herself. She received that permission from Pope Pius XII. In 1948, at the age of 38, she exchanged her sister’s robe for the uniform of Calcutta’s poor and adopted a diet of rice and salt. The impoverished people of Calcutta were stunned by her presence among them. They could not understand why this European woman who spoke their language fluently would wash their babies, clean their wounds and educate their young. It was here in the streets of Calcutta where she was approached by one of her former students who made the remarkable request to join her. Mother Teresa was hesitant to invite someone else to take part in her calling because she wanted to make sure they understood the poverty that they would have to live in. Several weeks after Mother Teresa asked her former student to take time to think about it, the girl returned without any personal belongings or jewelry, wearing a sari, the uniform of the poor. She took Mother Teresa’s childhood name, Agnes as her own and became the first sister to join Mother Teresa’s calling. More sisters would join every month and by 1950, Sister Teresa had received approval from the Vatican to create another vow beyond her sister’s vows of poverty, purity and obedience. The fourth addition was, â€Å"To devote oneself out of abnegation to the care of the poor and needy who, crushed by want and destitution, live in conditions unworthy of human dignity.† With this vow, the Missionaries of Charity were born and its members were commanded to seek out the poor, abandoned, sick, infirm and dying and Sister Teresa became Mother Teresa. She wrote in her diary at this time that, â€Å"If the rich people can have the full service and devotion of so many nuns and priests, surely the poorest of the poor and the lowest of the low can have the love and devotion of a few–The Slum Sister they call me, and I am glad to be just that for His love and glory.† In 1952 Mother Teresa and her Missionaries of Charity began the work for which they have been noted ever since. Her order received permission from Calcutta officials to use a portion of the abandoned temple to Kali, the Hindu goddess of transition and destroyer of demons. Mother Teresa founded here the Kalighat Home for the Dying, which she named â€Å"Nirmal Hriday† (meaning â€Å"Pure Heart†). She and her fellow nuns gathered dying Indians off the streets of Calcutta and brought them to this home to care for them during the days before they died. Mother Teresa's first orphanage was started in 1953, while in 1957 she and her Missionaries of Charity began working with lepers. In the years following, her homes (she called them â€Å"tabernacles†) have been established in hundreds of locations in the world. The world came to know Mother Teresa after a 1969 BBC documentary on her work, which included footage of a potential miracle. Images of an area in the hospice too dark to show up on film appeared in a soft light after development. This public exposure led to growth of her order throughout India and later in the world. Soon after Cardinal Spellman from the United States visited her at the Motherhouse. Mother Teresa recalled, â€Å"He asked me where we lived. I told him, ‘Here in this room, your Eminence. This is our refectory. We move the tables and benches to the side.’ He wanted to know where the rest of our convent was, where we could study. ‘We study here, too, your Eminence,’ I said. Then I added, ‘And this is also our dormitory.’ When the Cardinal asked if we had a chapel, I brought him to the end of this room. ‘It is also our chapel, your Eminence’ I told him†¦I don’t know what he was thinking, but he began to smile.† Mother Teresa made no exceptions to her dedication. When asked what she expected of a sister she said, â€Å"Let God radiate and live his life in her and through her in the slums. Let the sick and suffering find in her a real angel of comfort and consolation. Let her be a friend of the little children in the street. I would much rather they make mistakes in kindness than work miracles in unkindness.† Mother Teresa's Wisdom Analyzing her deed and achievements, John Paul II asked: â€Å"Where did Mother Teresa find the strength to place herself completely at the service of others? She found it in prayer and in the silent contemplation of Jesus Christ, his Holy Face, his Sacred Heart.† â€Å"I see God in every human being. When I wash the leper's wounds, I feel I am nursing the Lord Himself. Is it not a beautiful experience?† â€Å"The poor give us much more than we give them. They’re such strong people, living day to day with no food. And they never curse, never complain. We don’t have to give them pity or sympathy. We have so much to learn from them. â€Å"There is a terrible hunger for love. We all experience that in our lives – the pain, the loneliness. We must have the courage to recognize it. The poor you may have right in your own family. Find them. Love them. Put your love for them in living action. For in loving them, you are loving God Himself.† â€Å"It is not how much we do, but how much love we put in the doing. It is not how much we give, but how much love we put in the giving.† â€Å"To God there is nothing small. The moment we have given it to God, it becomes infinite.† â€Å"You have to be holy in your position as you are, and I have to be holy in the position that God has put me. So it is nothing extraordinary to be holy. Holiness is not the luxury of the few. Holiness is a simple duty for you and for me. We have been created for that.† Her Achievements In 1965, by granting a Decree of Praise, Pope Paul VI granted Mother Teresa's request to expand her order to other countries. Teresa's order started to rapidly grow, with new homes opening all over the globe. The order's first house outside India was in Venezuela, and others followed in Rome and Tanzania, and eventually in many countries in Asia, Africa, and Europe, including Albania. In addition, the first Missionaries of Charity home in the United States was established in the South Bronx, New York. By 1996, she was operating 517 missions in more than 100 countries. Today over one million workers worldwide volunteer for the Missionaries of Charity. Mother Teresa traveled to help the hungry in Ethiopia, radiation victims at Chernobyl, and earthquake victims in Armenia. By the early 1970s, Mother Teresa had become known internationally. Her fame can be in large part attributed to the 1969 documentary Something Beautiful for God by Malcolm Muggeridge . In 1971 Paul VI awarded her the first Pope John XXIII Peace Prize. Other awards bestowed upon her included a Kennedy Prize (1971), the Balzan prize (1978) for humanity, peace and brotherhood among peoples, the Albert Schweitzer International Prize (1975), the United States Presidential Medal of Freedom (1985) and the Congressional Gold Medal (1994), honorary citizenship of the United States (November 16, 1996), and honorary degrees from a number of universities. In 1972 Mother Teresa was awarded the Nehru Prize for her promotion of international peace and understanding. In 1979, Mother Teresa was awarded the Nobel Peace Prize, â€Å"for work undertaken in the struggle to overcome poverty and distress, which also constitute a threat to peace.† She refused the conventional ceremonial banquet given to laureates, and asked that the $6,000 funds be diverted to the poor in Calcutta, claiming the money would permit her to feed hundreds of needy for a year. In the same year, she was also awarded the Balzan Prize for promoting peace and brotherhood among the nations. At the time of her death, Mother Teresa's Missionaries of Charity had over 4,000 sisters, an associated brotherhood of 300 members, and over 100,000 lay volunteers, operating 610 missions in 123 countries. These included hospices and homes for people with HIV/AIDS, leprosy and tuberculosis, soup kitchens, children's and family counseling programs, orphanages, and schools. Mother Teresa was granted a full state funeral by the Indian Government, an honor normally given to presidents and prime ministers, in gratitude for her services to the poor of all religions in India. Her death was widely considered a great tragedy within both secular and religious communities. The former U.N. Secretary-General Javier Pà ©rez de Cuà ©llar, for example, said: â€Å"She is the United Nations. She is peace in the world.†Ã‚   When she was asked â€Å"What can we do to promote world peace?† Her answer was simple: â€Å"Go home and love your family.† That was Blessed Teresa of Calcutta, Mother Teresa-our mother Teresa. Mother Teresa â€Å"Love is repaid by love alone.† Mother Teresa first read these words when she was eighteen years old while on her way to Ireland to become a nun. Sixty-nine years later before her death she must have realized that she was one of the most loved women in the world. If the Saint Teresa’s phrase has any literal meaning, there is possibly no one in our age who has deserved so much love in return as Mother Teresa. Anyone who has heard her story can attest to her greatness. This was a woman who felt being a devout nun, just wasn’t enough. She gave up her Sisters of Loreto robe for the blue and white sari of the poor, to aid and live among the destitute of Calcutta. Upon taking a vow of poverty, purity and obedience to start her new order, she told herself, â€Å"I’ll teach myself to beg no matter how much abuse and humiliation I have to endure† in order to help others. Her unwavering devotion to this cause came from her belief that her work was nothing less than a direct order from God. Her Childhood Mother Teresa's story begins in the small town of Skopje in Albania, Eastern Europe. She was born in Skopje on 27th August 1910 to a shopkeeper, Nikolle Bojaxhiu and his wife Drana. She was given the names Agnes Gonxha. The family always called her Gonxha, which means flower bud, because she was always plump and pink and cheerful. She was the youngest of three children, with a brother Lazar and sister Aga. They lived in a large house with a big garden. The Bojaxhiu family had a long tradition of success in crafts, fabric-dyeing and trade. Gonxhe was baptized in the Heart of Jesus Catholic Church and successfully completed elementary and high school years in church schools, where she was an active member of the drama section, the literary section, and the church chorus. Her parents were very caring and never turned away anyone who needed help. When Mother Teresa recalled her childhood she said ‘We were a united and very happy family.' Her greatest joy as a child came during church masses where she could sing, read and pray. Agnes attended mass every day, prayed and said the rosary every night. When Agnes was eight years old her father died. Her mother worked very hard to make sure the children were happy and Mother Teresa remembered her childhood as being ‘exceptionally happy.' Agnes’ mother continued to help others in need, seemingly unaware of her own condition. She would take care of alcoholic women in their neighborhood and helped another widow with six children raise her family. When that widow died, those six children became a part of the Bojaxhiu family. By looking back on Mother Teresa’s childhood now we cannot help but understand the effects of her mother’s values, charity and devotion. She grew up surrounded by faith and compassion and at age twelve received her first â€Å"calling from God† to help the poor. Upon hearing of this experience, her mother gave Agnes this advice, â€Å"Put your hands in His hands and walk all the way with Him.†Ã‚   So at 12, she joined an Abbey, and at 18 she became a member of the Loreto Order of nuns. She trained in Dublin, where the motherhouse of the Loreto Sisters was. She chose the name of Sister Teresa, in memory of Saint Thà ©rà ¨se of Lisieux. In December 1928 she began her journey to India and continued to Darjeeling, at the base of the Himalayan Mountains, where she would continue her training towards her religious vows. Soon after, on January 6, 1929 she arrived in Calcutta, the capital of Bengal, India to teach at a school for girls. In Calcutta, she worked as a school aid, teacher and principal for a middle-class high school for Bengali girls. During these years she could not help but be touched by the poverty and misery in the streets and slums around her. She started actively going to hospitals and slums where she became more and more dissatisfied with the state of the people around her and the efforts to help them. On September 10, 1946, on the long train ride to Darjeeling where she was to go on a retreat and to recover from suspected tuberculosis, something happened. She had a life-changing encounter with the Living Presence of the Will of God. Mother Teresa recalls: â€Å"I realized that I had the call to take care of the sick and the dying, the hungry, the naked, the homeless – to be God's Love in action to the poorest of the poor. That was the beginning of the Missionaries of Charity.† Read also  Summary : Love Is Never Silent She didn't hesitate, she didn't question. She asked permission to leave the Loreto congregation and to establish a new order of sisters. While the church recommended she join the Daughters of Saint Anna, who worked with the poor, Sister Teresa felt this was not nearly adequate to the calling she had received. She didn’t want to help the poor and retreat to a convent at night, but instead become one of the poor herself. She received that permission from Pope Pius XII. In 1948, at the age of 38, she exchanged her sister’s robe for the uniform of Calcutta’s poor and adopted a diet of rice and salt. The impoverished people of Calcutta were stunned by her presence among them. They could not understand why this European woman who spoke their language fluently would wash their babies, clean their wounds and educate their young. It was here in the streets of Calcutta where she was approached by one of her former students who made the remarkable request to join her. Mother Teresa was hesitant to invite someone else to take part in her calling because she wanted to make sure they understood the poverty that they would have to live in. Several weeks after Mother Teresa asked her former student to take time to think about it, the girl returned without any personal belongings or jewelry, wearing a sari, the uniform of the poor. She took Mother Teresa’s childhood name, Agnes as her own and became the first sister to join Mother Teresa’s calling. More sisters would join every month and by 1950, Sister Teresa had received approval from the Vatican to create another vow beyond her sister’s vows of poverty, purity and obedience. The fourth addition was, â€Å"To devote oneself out of abnegation to the care of the poor and needy who, crushed by want and destitution, live in conditions unworthy of human dignity.† With this vow, the Missionaries of Charity were born and its members were commanded to seek out the poor, abandoned, sick, infirm and dying and Sister Teresa became Mother Teresa. She wrote in her diary at this time that, â€Å"If the rich people can have the full service and devotion of so many nuns and priests, surely the poorest of the poor and the lowest of the low can have the love and devotion of a few–The Slum Sister they call me, and I am glad to be just that for His love and glory.† In 1952 Mother Teresa and her Missionaries of Charity began the work for which they have been noted ever since. Her order received permission from Calcutta officials to use a portion of the abandoned temple to Kali, the Hindu goddess of transition and destroyer of demons. Mother Teresa founded here the Kalighat Home for the Dying, which she named â€Å"Nirmal Hriday† (meaning â€Å"Pure Heart†). She and her fellow nuns gathered dying Indians off the streets of Calcutta and brought them to this home to care for them during the days before they died. Mother Teresa's first orphanage was started in 1953, while in 1957 she and her Missionaries of Charity began working with lepers. In the years following, her homes (she called them â€Å"tabernacles†) have been established in hundreds of locations in the world. The world came to know Mother Teresa after a 1969 BBC documentary on her work, which included footage of a potential miracle. Images of an area in the hospice too dark to show up on film appeared in a soft light after development. This public exposure led to growth of her order throughout India and later in the world. Soon after Cardinal Spellman from the United States visited her at the Motherhouse. Mother Teresa recalled, â€Å"He asked me where we lived. I told him, ‘Here in this room, your Eminence. This is our refectory. We move the tables and benches to the side.’ He wanted to know where the rest of our convent was, where we could study. ‘We study here, too, your Eminence,’ I said. Then I added, ‘And this is also our dormitory.’ When the Cardinal asked if we had a chapel, I brought him to the end of this room. ‘It is also our chapel, your Eminence’ I told him†¦I don’t know what he was thinking, but he began to smile.† Mother Teresa made no exceptions to her dedication. When asked what she expected of a sister she said, â€Å"Let God radiate and live his life in her and through her in the slums. Let the sick and suffering find in her a real angel of comfort and consolation. Let her be a friend of the little children in the street. I would much rather they make mistakes in kindness than work miracles in unkindness.† Mother Teresa's Wisdom Analyzing her deed and achievements, John Paul II asked: â€Å"Where did Mother Teresa find the strength to place herself completely at the service of others? She found it in prayer and in the silent contemplation of Jesus Christ, his Holy Face, his Sacred Heart.† â€Å"I see God in every human being. When I wash the leper's wounds, I feel I am nursing the Lord Himself. Is it not a beautiful experience?† â€Å"The poor give us much more than we give them. They’re such strong people, living day to day with no food. And they never curse, never complain. We don’t have to give them pity or sympathy. We have so much to learn from them. â€Å"There is a terrible hunger for love. We all experience that in our lives – the pain, the loneliness. We must have the courage to recognize it. The poor you may have right in your own family. Find them. Love them. Put your love for them in living action. For in loving them, you are loving God Himself.† â€Å"It is not how much we do, but how much love we put in the doing. It is not how much we give, but how much love we put in the giving.† â€Å"To God there is nothing small. The moment we have given it to God, it becomes infinite.† â€Å"You have to be holy in your position as you are, and I have to be holy in the position that God has put me. So it is nothing extraordinary to be holy. Holiness is not the luxury of the few. Holiness is a simple duty for you and for me. We have been created for that.† Her Achievements In 1965, by granting a Decree of Praise, Pope Paul VI granted Mother Teresa's request to expand her order to other countries. Teresa's order started to rapidly grow, with new homes opening all over the globe. The order's first house outside India was in Venezuela, and others followed in Rome and Tanzania, and eventually in many countries in Asia, Africa, and Europe, including Albania. In addition, the first Missionaries of Charity home in the United States was established in the South Bronx, New York. By 1996, she was operating 517 missions in more than 100 countries. Today over one million workers worldwide volunteer for the Missionaries of Charity. Mother Teresa traveled to help the hungry in Ethiopia, radiation victims at Chernobyl, and earthquake victims in Armenia. By the early 1970s, Mother Teresa had become known internationally. Her fame can be in large part attributed to the 1969 documentary Something Beautiful for God by Malcolm Muggeridge . In 1971 Paul VI awarded her the first Pope John XXIII Peace Prize. Other awards bestowed upon her included a Kennedy Prize (1971), the Balzan prize (1978) for humanity, peace and brotherhood among peoples, the Albert Schweitzer International Prize (1975), the United States Presidential Medal of Freedom (1985) and the Congressional Gold Medal (1994), honorary citizenship of the United States (November 16, 1996), and honorary degrees from a number of universities. In 1972 Mother Teresa was awarded the Nehru Prize for her promotion of international peace and understanding. In 1979, Mother Teresa was awarded the Nobel Peace Prize, â€Å"for work undertaken in the struggle to overcome poverty and distress, which also constitute a threat to peace.† She refused the conventional ceremonial banquet given to laureates, and asked that the $6,000 funds be diverted to the poor in Calcutta, claiming the money would permit her to feed hundreds of needy for a year. In the same year, she was also awarded the Balzan Prize for promoting peace and brotherhood among the nations. At the time of her death, Mother Teresa's Missionaries of Charity had over 4,000 sisters, an associated brotherhood of 300 members, and over 100,000 lay volunteers, operating 610 missions in 123 countries. These included hospices and homes for people with HIV/AIDS, leprosy and tuberculosis, soup kitchens, children's and family counseling programs, orphanages, and schools. Mother Teresa was granted a full state funeral by the Indian Government, an honor normally given to presidents and prime ministers, in gratitude for her services to the poor of all religions in India. Her death was widely considered a great tragedy within both secular and religious communities. The former U.N. Secretary-General Javier Pà ©rez de Cuà ©llar, for example, said: â€Å"She is the United Nations. She is peace in the world.†Ã‚   When she was asked â€Å"What can we do to promote world peace?† Her answer was simple: â€Å"Go home and love your family.† That was Blessed Teresa of Calcutta, Mother Teresa-our mother Teresa.

Strategic Corporate Finance ASSIGNMENT 2 Essay Example | Topics and Well Written Essays - 2500 words

Strategic Corporate Finance ASSIGNMENT 2 - Essay Example The company had ?1.69 worth net assets per share which has been improved to?1.72 in 2011. b) Cost of Capital The following are the computations in respect of calculating the weighted average cost of capital for Marks & Spencer. The cost of equity of M&S is found to be 4.5% whereas cost of debt is found to be 4%. The overall weighted average cost of capital after accounting for the value of equity and value of debt, is found to be 4.33%. Cost of Equity (CAPM)       Re = Rf + Beta (Risk Premium)          = 0.03 + 0.75 (0.02)       Re = 4.50% Cost of Debt       Rd = Annual Coupon    Current Bond Price          = 5    125       Rd = 4.00% Value of Equity Ve = Current Share Price x No. of Shares outstanding = 3.76 x 1600 = 6016 Value of Debt Vd = Current Bond Price x No. of Bonds Issued = 125 x 2489 = 3111                         100       Weights       Wd = Debt = 3111 = 34.09%    Debt + Equity 3111 + 6016          We = Equi ty = 6016 = 65.91%       Debt + Equity    3111 + 6016       WACC       WACC = [Wd x Rd] + [We x Re]          = [ 34.09% x 4%] + [65.91% x 4.5%]          = 4.33% c) Dividend Growth Model The following is the calculation of theoretical ex-right price by using Gordon’s dividend growth model. ... 7(1+0.02) = 693.6       K – g    0.045 - 0.02       From the above calculations, it can be noted that if the growth rate of dividend is zero, the theoretical ex-right price of the M&S share is around 377 pence. On the other hand, if the dividends are expected to grow at 2%, in that case there will be a massive growth in the share price of M&S such that it is likely to reach at 693 pence which is extremely high. Under the given circumstances, when the current share price id 363 pence, the theoretical ex-right price of 377 pence, seems to be more appropriate than the share price of 693 pence which seems quite optimistic. d) Value per sharing using the price earnings (p/e) ratio The following are the price earnings ratio of Marks & Spencer for the years 2011 and 2012. Price Earnings Ratio    31-Mar-12 11-Jan-13 P/E Ratio = 376 = 11.56923 = 363 = 11.2       32.5             32.5       It can be observed that the Price Earnings ratio of M&S was at 11.56 in the year 2011. However, it reduced to 11.2 in the last year because the share price of the company decreased. If the P/E ratio of retail industry is compared with that of M&S, it can be observed that the P/E ratio of M&S is significantly higher than that of the industry. The retail industry is following a P/E multiple of 8.5 times whereas M&S is having more than 11 times. This shows that the share price of M&S is over-valued as compare to other industry participants. Task 2 Introduction There are various views regarding a particular stock as different market participants look at the stocks with different objectives and views. However, the only thing which is followed by all the investors is the fundamentals (Babu, 2012). Fundamental is the concept in finance which deals with the performance of the company in the given

THERAPUTIC HYPOTHERMIA POST CARDIAC ARREST Essay

THERAPUTIC HYPOTHERMIA POST CARDIAC ARREST - Essay Example One of these means is identified to include the use of reflective analysis, whereby after any major task with a patient, the nurse sits back to reflect on the nursing practice that was executed, using a series of methodologies and procedures. In this paper, such clinical judgment in the nursing management of a patient is undertaken. The patient was taken care of after post cardiac arrest during the first 6 hours of his initial admission to the hospital. As part of regular nursing practice, there are several decisions and actions that were taken that were based on academic and clinical reasoning. The reflective paper will therefore give a general profile of the patient, after which there will be a vivid discussion of the care that was rendered. There will then be an appraisal of the care, which shall take the form of a critical analysis of the care before a reflective conclusion is given. This is the case of Mr. B, whose actual name is withheld for ethical reasons to keep the identity of the patient anonymous. Mr. B was admitted to the hospital for the reason of a post cardiac arrest. This means that the patient was going through a moment of cessation of what was to be the normal circulation of blood into his heart (Sonneville et al., 2013). Such instances of cardiac arrest have been attributed to a failure for the heart to effectively contract and expand as part of its regular functionality (Peberdy et al., 2010). It was realised that Mr. B’s instance of cardiac arrest had come about whiles he was undergoing treatment for acute exacerbation of Asthma in one of the medical ward. Some of the specific instances of symptoms that he showed at the time of being reported to the ward were I was in charge included an arrest with a rhythm of pulseless electrical activity (PEA). It would be noted that under very normal situations,

Education Essay Example | Topics and Well Written Essays - 250 words - 4

Education - Essay Example This exercise takes five minutes. At 9:28, Mrs. Ted asks the front-benchers to recollect the papers and at 9: 29, the papers are again on her desk. In the last minute, she asks every front-bencher to make a list of the numbers of their respective rows and give the list to her. Its 9:20 and only ten minutes are left to the end of the first period. Mrs. Brown asks all students to submit their papers to her. All children get up at once and rush towards the teacher’s desk. They make a rough pile of assignments on her table. Papers are piled up haphazardly and the order of rows is not followed. Children take about four minutes to do this activity. At 9:24, Mrs. Brown arranges the papers and counts them. She then compares the number of papers with the attendance sheet. At 9:30, she leaves the class with the pile of assignments in her hand. She will check the papers at home and will return to the class the following

Madame Edwarda by Georges Bataille Essay Example | Topics and Well Written Essays - 2000 words

Madame Edwarda by Georges Bataille - Essay Example Madame Edwarda gives us an accurate introduction to Bataille’s work, where sometimes opposite feelings are combined to describe human state and his connections to higher thoughts. Whether violence is expressed through the narrator or Madame Edwarda’s character, it will give us different point of views. It will also help us understand the connection between violence and erotic that Bataille seems to convey through his work.  Ã‚   The first encounter between the narrator and Madame Edwarda, as presented before, is wordless. As soon as the narrator finished kissing and touching Madame Edwarda, he felt like something high above froze him and he â€Å"became unhappy and felt painfully forsaken, as one is when in the presence of GOD†. The consequence of this sadness was the narrator fear of losing the pleasure he was planning to have with Edwarda and his need to destroy the objects that were surrounding him.  In Georges Bataille: Essential Writings edited by Michae l Richardson , we are explained Bataille’s interest in death and sexuality as they are both manifestation of Bataille’s theory of man’s obsession to nature on which he bases most of his fictional work, historical and social analysis and mystical theory. Nevertheless, death and sexuality are contradictory to social life as they are both founded on taboos and prohibitions. In that first passage, we are clearly shown the basis of Bataille’s theory as the narrator feels sadness in the will of having a relation with a prostitute. It is a direct result of the social taboos linked to society

The Crucibale Essay Example | Topics and Well Written Essays - 250 words

The Crucibale - Essay Example Elizabeth Proctor, John Proctor’s wife, fires Abigail her worker, who has fallen in love with her husband, and this makes Elizabeth to send her away. Abigail wants John back and blames Elizabeth for being a witch. The relevance of this extract is that it incorporates several themes in the play. One of the themes is authority. Reverend Parris is depicted as an authoritative man in Salem. Parris is supplanted when Reverend Hale derives power from books and learning. The theme of Sin and Guilt has also been highlighted. Proctor is haunted by fear caused by his infidelity. Reverend Hale put efforts to undermine the court he has assisted create a solution for his sins. Self-interest is a theme that comes out clearly. Abigail begins the condition of hysteria when she finds it a good way to deflect attention from the sins she commits. She accuses Elizabeth to protect herself. Reputation is another theme highlighted. Witchcraft is used to elevate individual from low status to high status. John Proctor reputation in Salem fades; he is an adulterer, he falls in love with Abigail and he is

What has happened in Great Britains economy over the last two years Essay

What has happened in Great Britains economy over the last two years - Essay Example The ability of the British Government and Bank of England to manage the British economy can be closely monitored by carefully observing and analyzing the historical trend of UK’s unemployment rate, gross domestic product (GDP), balance of payment, and price stability. Between 2011 and 2012, the unemployment rate in UK remains as high as 8.02% and 8.13% respectively (Statista, 2013a). The fact that the unemployment rate in this country has increased by 0.11% is already a sign that the economy of UK has not really been good after all. (See Appendix I – Historical Trend: Unemployment Rate in UK on page 13) produced within a country in a given period of time† (Mankiw, 2012, p. 494). It means that UK’s yearly GDP can be used to closely monitor the actual economic activities that had taken place in this country (Office for National Statistics, 2013a). Based on the current market prices, GDP in UK has somehow been showing a flat trend between the 1st and 2nd quarter of 2011 and the 3rd quarter of 2011 to the 2nd quarter of 2012. During the 4th quarter of 2012, the GDP of UK has declined by 0.3% as compared to the previous quarter (Bank of England, 2013; Office for National Statistics, 2013b). Basically, the sudden decrease in domestic demand, the presence of the Olympic and Paralympic Games, and the sudden reduction of the North Sea oil output explains why the GDP fell by 0.3% during the last quarter of 2012 (Bank of England, 2013; Office for National Statistics, 2013b). (See Appendix II – Historical Trend: GDP on page 14) Balance of payment provides the â€Å"summary of transactions between domestic and foreign residents for a specific country over a specified period of time† (Madura, 2010, p. 27). It means that the balance of payments would show the summary of import and export of goods and services including the financial transfers between UK and other countries (Sloman, 2004, pp. 516 –

A Discussion of Paulo Freires Banking Concept of Education Essay Example for Free

A Discussion of Paulo Freires Banking Concept of Education Essay Freire implies that teachers are only telling students what to know rather than conversting with them, which explains why Freire insists that â€Å"education is suffering from narration sickness†(Freire 71). This means that he believes that educators only fill student’s minds with information, that the teacher feels is important, without providing the students the meaning and personal relevance that information has. By using this method, the student is oppressed by the teacher and unable to fulfill a complete state of consciousness. I can remember several times in my educational experiences where I have been the â€Å"depository† in Freire’s Banking Concept of Education, but no experience is more relative than my Organic Chemistry class three years ago where I learned that problem-solving education is vastly superior to banking-education because it allows students to acquire true understanding of their world and the ability to reach consciousness. During the summer of 2009, I took a summer semester of Organic Chemistry at University of California Berkeley. When I first entered the lecture hall, there were masses of people fighting for seats and some even resided to sitting on the floor or going into the side room to watch the lecture on television. As soon as the clock hit 9:00 am, five faculty members walked into the room: Professor Francis and four Graduate Student Instructors (GSIs). From the start, Dr. Francis went over the course structure, what it entailed, and how we as students could obtain help. While he was going over the syllabus information, he made one point extremely clear: â€Å"I cannot answer your personal questions during lecture time. If you have questions, please visit me during my office hours or please ask one of the GSIs. † After making that point, he transitioned into his lecture on functional groups; however, I was not following him. I immediately knew that this would be a lecture-only class, and I knew that I would need to write down every single note, diagram, or graph he showed us and memorize it for future examinations. Freire would acclaim that I would become a â€Å"depository† because I would simply allow Professor Francis to deposit his ‘knowledge’ into my mind without further question or thought. I would become a slave, oppressed by the very person who was supposed to free me (Freire 74). Dr. Francis continued in his slide show and a large slide labeled ‘Hydrocarbons’ appeared on the screen, and below the title were several different organic hydrocarbon functional groups, such as alkenes, alkanes, alkynes, benzenes, and toluene. He discussed each hydrocarbon in great depth and showed us students how to recognize them based on their bond sequences and patterns, how they react in the presence of other organic molecules, and how their chemical bonds affect water. After an exhaustive lecture of copying everything he said into my 128 notebook, he announced that we must memorize all of the hydrocarbon groups, and to be able to recognize them for an exam setting. Never once did he explain what what makes them important. I raised my hand at the end of the lecture, and asked him what the application of hydrocarbons are in the ‘real-world’. He replied not to worry about that, and that we needed to be able to recognize them and know how they function chemically, not practically, and why would he take the time to explain how hydrocarbons function? In order for Dr. Francis to keep his job, Freire asserts that, â€Å"the teacher must assume all of his students as ignorant†(Freire 72). This implies that if Dr. Francis had gone straight to the point and explained why hydrocarbons were important in the real world and in a laboratory setting, he wouldn’t have a job. It was his job to pick out extremely detailed and ‘useless’ properties and functionalities of hydrocarbons and make them seem important to us. By continuing to explain and confuse us students, he was able to maintain a shroud of ignorance over the student body, and from this, he justifies his job as absolute. This is what Freire refers to as the â€Å"cycle of ignorance† that continuously allows the teacher to keep his job because society believes that the ignorant students need him for their self-betterment. For the next several weeks, I adhered to Dr. Francis’s ‘Banking Style of Education’, and it worked. I received an A on every exam and test I took because I memorized and accepted the information Dr. Francis gave me without second thought. Freire feels that my total submission to the instructor was the reason for my success because he suggests that â€Å"The more meekly the receptacles permit themselves to be filled, the better students they are†(Freire 72). Freire’s explanation worries me because to know is not to know. Just because I could recognize different functional groups, which in the banking concept would make me a better student, did not mean that I could apply my understanding of organic chemistry to a real life situation because I hadn’t been taught to apply the information to anything at all. My ignorance and inability to grasp the true meanings and concepts of organic chemistry became extremely clear in the laboratory because the lab is where students take all of their knowledge and apply it to solve a problem or set of problems. After the first quarter of the summer semester, the laboratory portion of the course opened. My first assignment was to estimate the bond angles of methane, and at first I had no idea what to do because I had only been instructed to recognize methane and its bonding patters. I was never asked to manipulate the molecule’s properties to gain further understanding, and this caused me to realize that I was flawed because the ‘knowledge’ that I acquired was not mine, but Dr. Francis’ deposits of impractical segments of knowledge. With no idea where to start my laboratory or how to assess the assignment, I asked the Teaching Assistant (TA) for help. She simply replied, â€Å"Think about what you know about methane’s properties, and manipulate your knowledge so you can measure the bond angle. Needless to say, this was not helpful because I had no idea how to apply my knowledge and understanding because I was not taught to. I was simply an object who, according to Freire, â€Å"is in the world,† implying that I was not conscious of my own being and awareness (Freire 78). This is why I allowed Dr. Francis to continue depositing information into me because he posed himself as my liberator, my educator, but he was my oppres sor. By not being able to use and apply my knowledge, my critical consciousness and inner will to understand began to diminish. This is why Freire announces, â€Å"The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world†(Freire 73). Freire implies that students lose the will power, the motivation, to develop awareness when they are force-fed information, so he argues that students must develop this ‘critical consciousness’ themselves through problem solving. This is when I realized that Dr. Francis couldn’t and won’t teach me how to understand what I have learned; I needed to learn how to apply and master the information I was taught by myself, not some other individual. Education is supposed to empower individuals; however, since I was ‘in-the-world’ I let the banking concept oppress me and my true understanding of knowledge. I failed the first Organic Chemistry lab. I didn’t know how to solve the problems and apply my knowledge, nor did I have the willpower to, so I simply gave up. I was incredibly frustrated after the first lab, not because I couldn’t get the right answer, but because I couldn’t apply my knowledge to solve the problem. I spent the next several lectures gathering notes, expanding on them, and making sense of the information; however, I was still unable to understand the information in practical terms. My frustration grew because I felt that all my efforts studying information and memorizing its contents was wasted. How could education provide all of this knowledge that we, as students, are unable to apply? What was the point of education? At the time, I felt education was society’s largest flaw because it wasted the time and severed the creativity students put into it. Freire agrees with me because he argues, â€Å"The capability of banking education is to minimize or annul the students’ creative power†(Freire 73). This implies that Freire agrees that education is flawed because it severs student creativity; although, it does not answer why we must learn meaningless and impractical information obtained in our lives. Freire responds that not everyone will find meaning through their education; however, he believes that people should continue to pursue the parts of education that students find interesting, such as in a higher education setting (Freire 76). I knew most of the information that I obtained in chemistry was impractical for most individuals and even myself in a day-to-day scenario, but chemistry was interesting to me. It was something that I wanted to pursue and gain further understanding of because every piece of information left me wanting more. Giving up and throwing my knowledge away was not an option because I wanted and worked my entire life to make sense of what I learned in this world, and it keeps on changing and reshaping every day. As a last effort, I went to the tutoring help desk at the university to get help, so I could understand my information and knowledge and apply it to the lab. I was assigned a tutor, Kevin, and he brought me and two other students into a small concealed 1010 room with a large foldup table in the middle. We all sat down and Kevin asked us what we needed help with. The other students didn’t look like they were forced to be there and kept quiet, so I took the opportunity to obtain help. I told him that â€Å"I have a hard time applying the lecture notes in the lab. † Kevin explained that my situation was very typical because the lectures and exams were based on memorization where the labs relied on the interaction between what you know and how to solve the problem. He brought out an organic chemistry book and questioned, â€Å"Why is water polar? I immediately responded that water is polar because the oxygen atom has more elections than the hydrogen atoms at any one time giving the hydrogen molecules a positive charge and the oxygen a negative charge. Kevin told me that I was right, but this occurred due to the extreme differences in electronegativity. We continued to solve problems together and critique one another on our answers, and from this he was teaching me and I was teaching him. Freire would call this interaction, â€Å"problem-solving-education† because â€Å"The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students†(Freire 80). This implies that both teacher and student work together to solve problems, and by doing so, they gain a greater understanding of the topic. This is exactly what Kevin and I were doing because we were teaching each other and able to create a more significant understanding and meaning of chemistry that allowed me to visualize a topic and solve it logistically instead of memorizing the topic and solving it formulaically. This is why Freire belives that â€Å"the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos†(Freire 81). Freire’s text implies that common knowledge and understanding (doxa) can be transformed into true mastery of the subject and reason (logos). Since Keven and I were taking basic information and each giving it new meaning in our problem-solving tutoring sessions, I was able to acquire a true mastery and understanding of chemistry. Working with Kevin several times a week gave me a true understanding and relation of chemistry, which allowed me to pass my lab course with an A. Overcoming the problems of the banking-concept and learning the problem-solving method changed my life forever. I took the problem-solving method that I learned with Kevin and applied it with other students, colleagues, professors, and friends, so I could continue to problem solve and gain true understanding of knowledge throughout my life. Problem-solving education continues to be vastly superior to banking-education because in addition to learning and understanding information, problem-solving-education forces individuals to retain information they acquire so they can apply for future use. Since I was able to take knowledge and apply my understanding of it, Freire would conclude this type of understanding as â€Å"being with the world†(Freire 78). Being with-the-world means that the individual is conscious of their surroundings and is able to fully interact in the world they are in. Instead of being an object or vessel, the individual is able to make conscious decisions and interpret the world as they see it. This induces self-freedom and liberation in a person because when a person learns something, they retain that information forever and no human being in the world can take that information away. It also provides a mental salvation because if the physical realm is too harsh to live in, those who have mastered problem-solving and acquired pure consciousness can escape from their physical realm into their consciousness where they have stored all of their memories, techniques, and information, and no person can get to them besides themselves.

The Introduction To The Event Management

The Introduction To The Event Management You are the event manager for large company in the entertainment business. You have been asked by the managing director to write a briefing paper for a group of interns who have been recruited to help arrange a large festival. You were asked to explain the importance of planning and administering an event of this topic from the media or their own business practice but have no formal knowledge about it. Your briefing paper needs to concentrate on the topic above, explaining the rationale for managing the event. Your briefing paper must deal with. Why an action plan is necessary for any event. Techniques that can be used to monitor progress The importance of monitoring and evaluating each stage of the planning cycle The role of event manager when building and leading a team The importance of incorporate lead time into the schedule. INTRODUCTION Events are growing with the passage of time which are using for many purposes like promotion of business, culture, sports, tourism, political and charity. Events are very important part of society because event shows their culture and tradition. So event manager should be very careful regarding what he is presenting. As event manager I have to organize musical event for large company in entertainment business. Managing director asked me to help a group of interns in organizing the musical festival and explain them complexities and difficulties in planning, implementing and arranging of different stages of musical event. Show event managers different qualities and characteristic to interns which will help them in future life as event manager like leadership, planner, problem solver and team work etc. Define event manager Event manager is person who plan and execute event. Event manger is creative, good leader and team builder. The successful completion of an event depends upon the knowledge and skills possessed by the event manager in handling the event. The ability of the event manager to perform the entire task in a most appropriate manner would lead to the success of the event. However, the task of a event manager is not an easy one. It comprises of lots of complexities and difficulties, which need to be handle with great care. Why an action plan is necessary for any event? Action plan is very important and necessary for any event success. Without action plan nobody knows where he is going, how to achieve the goal, what to do, when to do and how to do it. For event manager action plan is first and most important step to begin. I am event manager of large company in entertainment business. I have given the task to arrange large music festival and for that first I am making action plan which is given below. Music festival Budge Booking of venue Booking of music bands Interior designing Health and safety Catering Security Ticket price Promotion Music festival Music festival will be family festival. There will be no age restriction because music is for everyone and everyone has right to enjoy. Also if anyone wants to come and we put age restriction he will feel ignorant, his thinking about us will be change in wrong way, he will never listen our company music again so we have to very care regarding all this things. We have to spared love and peace through music because music is for everyone. Budget First we should know about how much budget we have to make all arrangements. We should set the budget for everything separately like venue booking, catering and booking of band, security and promotion. So we all know how much we have to arrange all these things within budget. Booking of venue As we plan an indoor music festival because of cold weather in December in Birmingham so we decides to book symphony hall Birmingham. It has its own parking .symphony hall exists in city centre of Birmingham. Hall is walking distance to railway station, coach station, taxis rank and about half hour drive from airport .so it is perfect venue for music festival. Booking of music bands After booking of venue we know date which is 29 December so we have to book music bands which are available on 29 December and also within our price range. Interior designing As now we know there is capacity of 2200 people are going to gather for music festival so we have make sitting arrangement and also decorate its interior with some extra colourful lights on stage as well as on audience to make it more batter for enjoyment. Health and safety Health and safety is very important we have carefully check heating system as well as fresh air to maintain the level of oxygen. We have to arrange ambulance and first aider in any case emergency he should be always there during the music festival. We also have to check fire alarm smoke detectors are in proper working condition. Catering We have to order for catering for 2200 people like sandwich, burger, drinks and snacks etc. make a separate corner for this whomever feels hungry take food at any time in interval as well as during the music festival. Disable audience In our venue there are about fifty seats for disable persons. We are going to make special arrangement for them so they also enjoy music festival with other people because they also have right to live and enjoy. Security Security is very important for event. Security play vital role in success of the musical event and without security we cant handle the crowd and run the event smoothly. For security we need about two three security guards for checking the tickets. More security guards are around the stage for the music band safety and some security guards around the end of sitting area for keep eyes on crowd. Close circuit cameras are also used for security purpose which are very helpful for security. Ticket price After calculating all the expenses we have to decide ticket price as we know the how many tickets we have to sell. Set ticket price which makes us profit as well as in audience range. Promotion After doing all hard work we have to promote the event which is most important for its success. We have to do advertisement in news paper, television, internet, school, colleges, universities and public places. Techniques that used to monitor progress Monitoring is defined as to keep track of implementation process. There are different techniques which can be used to monitor progress like reporting, meeting, communication, feedback, graphic presentation and project schedule chart. Reporting Reporting is very useful technique to monitor progress like booking for venue if two or three persons are going venue checking in different location. After checking the venue all of them make report about their venue details and price for and the venue availability send report back to manager so reports will helpful for manager to make decision. Meeting The next technique for monitoring progress is regular meeting during preparation of music event. In these meeting everything is going to discuss for progress like in which part we are going right pace on right track and on other hand in which part we are lagging behind. In one way or other we have check everything and rebadged if needed. Graphic presentation The next technique for monitoring progress is graphic presentation. In graphic presentation two things are compared like time and work progress. This show a line is drawn from start which goes on with the passage of time and work, which shows how we are progressing in event. Communication Communication is next technique which is very helpful for monitoring progress. Communication can be done in lots of ways like mobile phone, internet, meeting, feedback etc. If we are using mobile phone for monitoring progress we are going to ring that person and asked how much work he has done and how much left and also how long it going end so in this way we know work progress in minutes. Project schedule chart Project schedule chart is given below. Chart involves different stages of event management. http://www.kudosmatrix.co.uk/Images/chart.gif The importance of monitoring and evaluating each stage of the planning cycle For event manager monitoring and evaluating each stage is very important. Event manager should always keep monitoring and evaluating the planning cycle thats how event manager comes to know where we are leading and where we are lagging behind. Where we are spending the money and how much money we are spending. Is money within the budget for that or we are spending more than our budget. For booking of venue is it booked within our set budget or it takes more money for booking of venue if so that will going to affect other areas of planning cycle. Same thing for booking of musical bands so we have to keep monitoring for making sure it remain within the range of set budget. We have to monitor and evaluate security system is it working, is it in proper order if not we have fix this up within time and keep checking. The role of event manager when building and leading a team Event manager should be good leader and should know how to make a good team and how to work with team and lead them to success. Characteristic of good manager as leader are given below. Manger focuses on Goals and objective Telling how and when to do Shorter range planning Organized and structure in working Manager is autocratic in decision making Restraining Maintaining Conforming Imitating Administrating Directing and controlling Procedures Consistency Risk avoidance Bottom line is that good manager is doing the right things. Event manager as a leader should be good in communication so there is no gap between him and employees. If manager is not good in communication so there is lots of confusion between employees that will surely affect his work progress and quality as well. Event manager should also be good in prioritizing the work. Event manager should make to do list so that important work should be done in time and so that less important work should not take more time, in this way both time and cost can be saved. The importance of incorporating lead time into the schedule. The lead time is very important in schedule as well as in planning. Lead time means that time limit for doing things. If we are going to plan musical event in 28 December so thats mean we have about eight weeks in our hands. For booking of venue the lead time is one week so we have to arrange venue within one week to proceed ahead. Then we have seven weeks left after booking of venue. In these seven weeks we have to book music bands, catering and security also we have to promote the music festival event and also make preparation for it. We have to book music bands in second week and also make other preparation in this week. So now we have left six weeks. We have to do all preparation and setting in next two weeks time. We have to very careful with time because we are going to promote the event for about minimum three weeks for the success of the music festival. Conclusions Music festivals and other events are very important in to now days busy stressful life. Music festivals should be arrange in regular intervals which will very helpful to slightly divert mind from work and will fresh up the mind. Music festivals also bring people close to each other because in todays busy nobody has time for other so it provides opportunity to meet other people. I recommended music festival to the people for enjoyment and to know about the custom and traditions of the socity.

Relation Between Nestle And The Brady Information Technology Essay

Relation Between Nestle And The Brady Information Technology Essay The passage introduces Nestle Corporations lack of standard business processes and its attempts to align its information systems and business process. It was aimed at transforming to a unified database accessible to all Nestle Worldwide employees worldwide. Though Nestle seemed to have developed ideas for developments using SAP architectures to make it as a single-minded e-business the project turned failure initially mainly because of the resistances from the employees . I believe that this was because of the incorrect application of a change management strategy .Fortunately Nestle had a chance to learn from its mistakes and revitalize their project. Learning Experiences from Cayenne Business simulation in Nestle The Cayenne Exercises in class was aimed at building project management capability and preparing us for project challenges at work .It can be related to Nestle Case analysis. Considering Nestles Case the New rollout caused problem mainly due to its change management strategy. Its to be accounted that Resistances from Employees was seen and this should be accounted that using approaches like Big Bang (i.e.: Dedicated team), Modular Approaches (i.e.: Project integration happens from One division to other) and Process Oriented approaches (i.e.: Critical Success Factors to evaluate pain areas) could have improved the process while managing implementations. (Lau, 2004) (OLeary, 2000) Lientz Rea (2004)Or nullified by appropriately communicating, counselling and training its staffs on the advantages of the new system and its business implications. The Simulation project in class and The Nestle had potential problems like team chemistry, team dynamics which had to control and hence both these project works did not receive much bbusiness value as it expected originally. One of the main factors was both failed to consider and understand the mindset of the people involved in the project. Systems before implanting change should balance needs work people, steering groups, sponsors, and mainly stake holders, as they are the key people. They must be provided with performance support systems and trainings. Davenport (2000) .else will resulted in Nestlà ©s Struggles and failure with Enterprise Systems projects. Cayenne is a valuable preparation for me to understand and improve my project management capabilities and use process oriented approaches and evaluate critical success factors (Lau, 2004) After restructuring and reengineering its information systems Nestle started yielding the business values. . Relation between Nestle and the Brady case study Brady Corporation as well depended on its information systems for its business. As per the analysis between Nestle and Brady both seemed to have faced almost similar problems i.e.: Information systems and also the adaptivenss of the organizations workforce to these systems. It was seen that Brady had been involved with several other applications which made the complexities internally and externally to the environment. Brady realized the need to move to digitalized technologies to minimize manual errors and cut operational loses . Brady revamped and re-engineered their business operations similar to Nestle by centralizing databases, by effectively using a change management strategies and implementing globally the new business information systems. One of the main factors was both failed to consider and understand the mindset of the people involved in regular use of the application. They gave counselling and training its staffs, key holders, sales, marketing and making them familiarize with their new business methodologies enabling quicker operations control. Davenport (2000) Brady and Nestle realised the need for global expansions and simultaneously keeping its customers happy by implementing process to minimize errors, standardize process and mishaps and thus converting to a customer focused organization and keeping the organizational culture Cayenne is a valuable preparation for me as I understand the need of improving project management capabilities and use process oriented approaches and evaluate critical success factors (Lau, 2004) Both these corporations according to me have never been much keen on following the standardized frame work for an IS / IT implementation to demonstrate best practices frame work and its to be noticed that mostly after a rollout major issues are noted . Using a Standardized framework like ITIL gives quality service provisions and roll out plans meeting business services request and customer demands quickly and gives direct value to business services management. Murray Mohamed (2007) In my opinion Both Nestle and Brady should be considered the use of this because ITIL follows sequences of steps to be considered before deploying an enterprise application. Murray Mohamed (2007) Figure: An ITIL enabled Structural frame work. Source: Murray Mohamed (2007) Cayenne simulation: -Reflective report on acquired key learnings Based on our learning With Mr Martin, was initially focussed on an organization which had a failed project and the steps by which I am as a project member tackles these problems to restructure my organization .We were guided initially through improving project conditions again by highlighting the key performance reassures, resources and focus members like the team, organization and the steering group members. We organized ourselves in a team of six members. The key foundations of the project to be taken accounted to six different periods The reflections from this learning exercise depicts my skills in managing existing project conditions effectively in a new business scenario and gave me lessons like to managing cost and time to take business decisions at the right time Initial focus was on resources, team work and identifying the main issues likely to be raised by the steering committee members and the scope of the project. We believed that Team work itself is an organizational strategy and we used our people constructively and effectively in gaining advantages. In a team we maintained balance, leadership and a good communication which are essential. Thompson (2010). The next in chain followed the requirements section where the consideration was on developing competence and the current standing of employees. In the design phase we learned about developments of blue prints so that we can check for alternate ways, and abide with the other process. This lesson taught me to look for several alternate ways of diagnosing business requirements .In the detailed design process we targeted the end-users and the defined work flows by which the project is governed .In the developmental phase we considered the testing phase where we tested the project friendliness and looked for fresh ideas for improving user developments . In the implementation phase is our commitment to our managers to deliver the project on time to end users and check the end user experiences. This simulation has given me some ideas of dealing with real life situations and working in pressured environments .It introduced me to key members like steering groups , stake holders who are the real key people and not only managers who worry about failed projects .I also learned in maximizing business values and do a testing phase analysis before a project is being handed over the end users .It taught me effective time management and needs for effective groups and members to bring in new ideas for a development .Cayenne Simulations were an insight to real corporate life on how a project gets into real shape and how to deal with a failed project . This simulation taught me about values like networking between other group members to get ideas quickly, so in a consulting field I will try to develop professional contacts via linked- in.com, company parties, business functions etc. All together it gave me a real life consultants experiences and I believe this learning lesson will be helpful for my consulting carer.