Essay on Evolution of Technology in Western Civilization

Essay on Evolution of Technology in Western Civilization Essay on Evolution of Technology in Western Civilization Essay on Evolution of Technology in Western CivilizationThere is no doubt that Western civilization has caused a unique industrial revolution in life of the world, which has become a science and technology revolution. Transformation of nature on the planet has entered a new stage, which is characterized by avalanche unpredictable progress.Since the beginning of mankind, there is a constant scientific and technological progress due to the development of the human mind. If we consider the development of man from the beginning, we will notice a trend. Initially, human was engaged in gathering, ie, he gathered berries. Humans used and gathered what was grown by nature, not by him. Then people discovered that they could grow any grains and legumes to provide themselves with food. He began creating special tools to cultivate the land. Later, people began to create a variety of tools for farming, hunting, etc. (Zsinka, 2014).With the development of crafts, people have got more opportunities for existence, they could provide themselves with everything they needed: food, dishes, clothes, etc. The same trend can be observed during the development of industry. With the development of industry, people have improved their achievements. They create better goods that meet the needs of humanity. People constantly improve themselves and everything around to simplify the life.In the 20th century, science and technology began to play the role of the main engines of economic and social development. Scientific-technical revolution became a support vector of historical dynamics. For those who enjoyed it to the maximum extent, it gave strength, which at the end of the 20th century was the measure of success of the country and the people. Economic and military power of the state, complemented by a high standard of living, which are based on NTP, actually puts it ahead in the forefront, provides advantages in the global arena (Perl, 2011).Western civilization is a special type of civil ization (culture), which historically emerged in Western Europe and in the last century endured a specific process of social modernization (Bowden, 2011). Western civilization is associated with the progressive development and constant changes in a persons life. It appeared in ancient Greece and ancient Rome. The first stage of its development, called ancient civilization, was marked by the emergence of the core values of the Western type of society: private ownership, private industry, market-oriented; the first sample of democracy democracy, however, was limited; republican form of government. It created the foundations of civil society to ensure the rights and freedom of the individual, as well as a system of social and cultural principles that contribute to the mobilization of creativity and development of the individual.The next stage in the development of Western civilization is connected with Europe and Christianity. The Reformation gave rise to a new trend in Christianity Protestantism, which became the spiritual foundation of Western civilization. The main value of this civilization is the individual freedom of choice in all spheres of life. It was directly connected with the development of specific European type of personality that emerged during the Renaissance. â€Å"The individual becomes tragically responsible not only for approximation and removal from the Supreme, but also for the choice of what he, that individual, considers the Supreme† (Fitzgerald, 2002).According to Weber, rationality became the most important independent value of the West. Public consciousness is rational, free of religious dogma in solving practical problems, pragmatical, but the scope of application of Christian values is a social morality of not only his personal life, but also of business ethics (Zafirovski, 2011).In the era of geographical discoveries and colonial wars, Europe extended its type of development in other regions of the world. For the first time, mankind, due to the global spread of Western values and institutions (16-19 centuries), was really integrated into the framework of the world-embracing system of connections. By the end of the 19th-early 20th century, these values and institutions became dominant in the world and continued to define the main features of the face of the Earth in this century until very recently.The main content of civilization process in the 20th century was the tendency to the formation of the historical structures of the universal world civilization. Processes taking place in the 20th century in the West became global, directly affecting all nations, all other civilizations, who were forced to seek an answer to the historical challenge of the West. That challenge was perceived in a particular form of reality as an imperative of modernization. In this situation, the question of the relationship between modernization and westernization became central to the vast majority of humanity of non-Western w orld (Lin, 2010).In the second half of the 20th century, the world was developing under the influence of scientific and technological revolution (STR), which is usually understood as a qualitative transformation of modern productive forces on the basis of science and technology. STR began in the 30s of the 20th century and received a powerful acceleration during the Second World War and the Cold War.There were found new sources of energy nuclear, solar-powered, wind power plants. People started using new artificial materials nylon, plastic, etc. Automation has changed the nature of work and the place of man in the production process. The emergence of cybernetics has created logistical base for the scientific management of social processes. Industries such as electronics, petrochemicals, nuclear energy, the overall mechanization and automation of production came to the fore. People started exploring space and underwater world. STR has led to the release of new types of products, in troduction of new technologies and new tools. Dissemination of scientific and technological revolution was not confined to industry, transport, communications, and energy. STR rapidly invaded other areas of life, such as trade, monetary system, education, management (Milke, 2012).Today technology intrudes into all areas of society: from economics to sports and leisure, it affects interpersonal relationships, changes the structure and hierarchy of values, and determines characteristics of the modern individual.With the help of technology people create a new world, both real and virtual, make technical objects (car, computer) the main objects of attention, replacing natural communication with their people. Technology has multiplied power and possibilities of man. At the same time, it has brought a host of new problems, spawned sharp contradictions, has become one of the causes of the crisis of civilization (Hunt, 2008). Public opposition to the construction of nuclear power plants, ch emical, pulp and paper mills can be considered a reaction to the scientific and technological progress. Sometimes they are expressed in a very extravagant form. For example, American farmers Mennonites abandoned agricultural machinery and plow with the help of horses (Zsinka, 2014).Technical progress can not be stopped. Ultimately, it defines the socio-economic development of society and the standard of living. Development of civilization depends on how rapidly scientific and technological progress develops. Enhancing the role of science and technology in modern society actualizes the moral responsibility of the scientist for the consequences of his discoveries. It is known that many nuclear scientists involved in the development of atomic weapons, warned the world about the catastrophic consequences of its application.In our time, humanity has great losses, both human and material, as a result of technical failures and accidents. Though, not only technique is to be blamed. People c ontrolling it usually make mistakes, which lead to tragedies. The root cause of the negative impact of technology on the human need should be looked for not so much in it, as in man, in social relations, in the ways of solving economic and other issues, ways to meet social and individual needs.Mankind has invented drugs and alcohol, which are widely used in medicine and industry; but they also created the conditions for such phenomena as drug addiction and alcoholism, providing mass human losses comparable with wars (Huff, 2014).Transformation of science into a direct productive force of society does not mean that science is transformed into its fourth element. This only shows that science most significantly and positively affects every element of the productive forces of society, thereby converting and amplifying them. Results of research eventually lead to the improvement and the emergence of innovative instruments and objects of labor, raise the level of knowledge and skills of t he workforce, which in turn provides the basis for the transformation and growth of the productive forces of society, and ultimately for economic development.As to such a feature of modern scientific and technological revolution, as the priority development of science in comparison with the equipment and technology, it is of fundamental importance in the present conditions. Countries and large economic entities gain the possibility to predict and plan the creation of such equipment and technology, which will ensure the implementation of strategic plans in the field of economic development and solving social problems.Acceleration of STP has great economic and social importance for any country in the world. Perhaps there is no more powerful and strong factor, which has such a significant effect on all economic and social processes.

Nathaniel Alexander, Inventor of a Folding Chair

Nathaniel Alexander, Inventor of a Folding Chair On July 7, 1911, an African-American man named Nathaniel Alexander of Lynchburg, Virginia patented a folding chair. According to his patent, Nathaniel Alexander designed his chair to be used in schools, churches, and other auditoriums. His design included a book rest that was usable for the person sitting in the seat behind and was ideal for church or choir use.​ Fast Facts: Nathaniel Alexander Known For: African-American patent holder for a folding chairBorn: UnknownParents: UnknownDied: UnknownPublished Works: Patent 997,108, filed March 10, 1911, and granted July 4 the same year Little Biographical Data Alexanders invention is found on many lists for black American inventors. However, he has escaped having much biographical information known about him. What can be found confuses him with an early governor of the state of North Carolina, who was not a black American. One says he was born in the early 1800s in North Carolina and died several decades before the date of the patent of the folding chair. Another one, which is written as satire, says he was born the same year as the patent was issued. These seem obviously erroneous. Patent 997108 is the only invention on record for Nathaniel Alexander, but on March 10, 1911, his application was witnessed by two people: James R.L. Diggs and C.A. Lindsay. James R.L. Diggs was a Baptist minister from Baltimore (born in 1865), who was a member of the Niagara Movement, and holder of an MA from Bucknell University and a PhD in Sociology from Illinois Wasleyan in 1906- in fact, Diggs was the first African-American to hold a Sociology Ph.D. in the United States. The Niagara Movement was a black civil rights movement led by W.E.B. DuBois and William Monroe Trotter, who assembled in Niagara Falls, Ontario (American hotels barred blacks), to discuss Jim Crow laws following the Reconstruction. They met annually between 1905 and 1910: in between 1909 and 1918, Diggs corresponded with DuBois about a possible history of the movement, among other things. There may have only been a passing connection between Alexander and Diggs. Foldable Chairs for Churches and Choirs Alexanders folding chair is not the first folding chair patent in the United States. His innovation was that it included a book rest, making it suitable for use in places where the back of one chair could be used as a desk or shelf by the person seated behind. This would certainly be convenient when setting up rows of chairs for choirs, so they could rest music on the chair ahead of each singer, or for churches where a prayer book, hymnal, or Bible could be placed on the reading shelf during the service. Folding chairs allow the space to be used for other purposes when there is not a class or church service. Today, many congregations meet in spaces that used to be large big box stores, supermarkets, or other large, cavernous rooms, Using folding chairs set up only during services, they are able to quickly turn the space into a church. In the early part of the 20th century, congregations likewise might have met outdoors, in warehouses, barns, or other spaces that didnt have fixed seating or pews. Earlier Folding Chair Patents Folding chairs have been in use for thousands of years in many cultures, including ancient Egypt and Rome. They were even commonly used in churches as liturgical furniture in the Middle Ages. Here are some other patents for folding chairs that were granted prior to that of Nathaniel Alexander: M.S. Beach of Brooklyn, New York patented a folding chair for pews, U.S. Patent No. 18377 on October 13, 1857. However, this design appears to be a drop-down seat such as an airplane jump seat rather than a chair you can fold, stack, and store away.J.P.A.  Spaet, W.F. Berry and J.T. Snoddy of Mount Pleasant, Iowa were granted U.S. Patent No. 383255 on May 22,  1888, for a folding chair designed to look much like a regular chair when in use. It could be folded up to be stored away and save space.C. F. Batt patented a folding chair for steamers on June 4, 1889, U.S. Patent No. 404,589. Batts patent notes that he was seeking improvements on longstanding folding chair designs, especially avoiding having a hinge at the side arms that can pinch your fingers when folding or unfolding the chair. Sources Alexander, Nathaniel. Chair. Patent 997108. 1911.Batt, C.F. Folding Chair. Patent 383255. 1888.Beach, M.S. Char. Patent 18377. 1857.Pipkin, James Jefferson. James R.L. Diggs. The Negro in Revelation, in History and in Citizenship: What the Race has Done and is Doing. St. Louis: N.D. Thompson Publishing Company, 1902Spaet, J.P.A., W. F. Berry and J.T. Snoddy. Folding Chair for Steamers. Patent 404,589. 1889.WEB DuBois Correspondence with J.R.L. Diggs, Special Collections, University of Massachusetts at Amherst.

Romans 12 Essay Example | Topics and Well Written Essays - 500 words

Romans 12 - Essay Example This is a powerful appeal. We receive from the Lord every day the fruits of his mercy. It is acceptable to God a reasonable service, which we are able and ready to give the reason for, and which we understand. Conversion and sanctification are the renewing of the mind; a change, not of the substance, but of the qualities of the soul. The progress of sanctification, dying to sin more and more, and living to righteousness more and more, is the carrying on this renewing work, till it is perfected in glory. The great enemy to this renewal is, conformity to this world. Take heed of forming plans for happiness, as though it lay in the things of this world, which soon pass away. Paul encourages us not to fall in with the customs of those who walk in the lusts of the flesh, and mind earthly things. But work with the Holy Ghost first begins in the understanding, and carried on to the will, affections, and conversation, there is a change of the whole man into the likeness of God, in knowledge, righteousness, and true holiness. That is to be godly, is to give up ourselves to God. Roman 12:3-8 explain how pride is a sin in us by nature; we need to be careful with it and armed against it. All the saints make up one body in Christ, who is the Head of the body, and the common Centre of their unity. In the spiritual body, some are fitted for and called to one sort of work and others for another sort of work. We are to do all the good we can, one to another, and for the common benefit. If we duly thought about the powers we have, and how far we fail properly to improve them, it would humble us. But as we must not be proud of our talents, so we must take heed lest, under a pretense of humility and self-denial, we are slothful in laying out ourselves for the good of others. We must not say, I am nothing, therefore I will sit still, and do nothing; but, I am nothing in myself, and therefore I will lay out

Discussion Topic Essay Example | Topics and Well Written Essays - 250 words - 5

Discussion Topic - Essay Example The rise in technological advancement and the sophistication of the war crimes simply means that some of the principles of war adapted in the ancient warfare will certainly become obsolete. Thus, principle 4: Economy of force is one of the principles of war that is likely to change. This is because, this principle was formulated based on the ancient conditions of warfare which emphasized more on combat than unconventional warfare, thus requiring that minimum essential combat power should be allocated to secondary efforts (Paret, et al., 1986). However, owing to the technological changes and the sophistication of the networking of the enemy, there is a need to allocate more resources and combat power on the secondary efforts. This would become an effective deterrence strategy, which will serve the current warfare situation better than the battlefront confrontations with the enemy. Thus, new principles could appear that are aligned to the technological sophistication of the modern warf are. However, it is never possible that war will become obsolete since social conflict is a constant occurrence through

No Child Left Behind vs. Inequalities Essay Example for Free

No Child Left Behind vs. Inequalities Essay The American educational system suffers from a wide disparity between the poor and rich schools in the country. Race relations is a prominent cause of the problem wherein the white-dominated school districts get the most funding and government support while non-white children live in poverty, academic underachievement, indifferent government officials and hopelessness. The No Child Left Behind Act seeks to lessen this disparity by equalizing governmental funding, ensuring a competent teaching workforce and instilling a system of accountability. However, like many other laws, No Child Left Behind has its shortcomings and needs re-examination and/or fine tuning to ensure its effectiveness. No Child Left Behind Act of 2001 and the Issues in Jonathan Kozol’s Book Through the book Savage Inequalities: Children in America’s Schools, Kozol (1991) made several noteworthy points such as (1) many schools in poverty-stricken areas have non-white children comprising the majority of their student populations, (2) poor, run-down schools in non-white neighborhoods view themselves as serving those children who have little value to the country, (3) students, school administrators, public officials and community residents have a shared feeling of hopelessness for their plight and nobody is willing to be accountable for the problem, and (4) increased funding for the poorest schools in America can make a difference if this is accompanied by a change in the society’s attitude (pp. 82, 114, 243). Former US President George W. Bush signed â€Å"The No Child Left Behind Act (NCLB) of 2001† into law on January 8, 2002 as part of his educational reform agenda (â€Å"No Child†, 2007). The Act sought for immense transformation in America’s K-12 education by underscoring four principles: (1) greater accountability for results, (2) increased flexibility and local control, (3) expanded options for parents, and (4) an emphasis on proven and effective teaching methods (â€Å"New Jersey†, 2006). The four principles are aligned with the areas of racial inequalities among schools as identified by Kozol (Check, 1992, p. 1) which include funding, governmental assistance, political support, buildings upkeep, quality of educators, availability of and funding for school supplies, extra-curricular facilities, overcrowding and accountability system (Warner, 2002, n. d. ). Extent of Effectiveness of the Act Some of No Child Left Behind’s remedies are more pronounced in student academic performance. Thompson and Barnes (2007) cite that albeit slow progress, NCLB yields favorable results in strengthening student academic achievement. For example, scores in mathematics among 4th and 8th graders from 2003 to 2005 increased nationwide with scores for Hispanic and African American students showing significant improvement in the same period. Further, 4th graders’ national average scores in reading improved while achievement gap between African American and Hispanic 4th graders narrowed slightly from 2003 to 2005 (p. 16). More than two-thirds of the states also reported that test scores disparity in terms of race, income, or language background has lessened or stayed the same (Rentner et. al. , 2006 as cited in Thompson and Barnes, 2007, p. 16). On the contrary, the mostly debated shortcomings of the law fall in three areas. First, its stringent assessment and reporting requirements forced educators to allocate instructional time in preparation for assessment thereby suppressing creative learning in the classroom. Secondly, the Department of Education has failed to immediately ensure and monitor that the states comply with the NCLB’s teacher quality provisions; this being done only two years after the effectivity of the law. Lastly, fund disbursements in some states primarily devoted to professional development were done without full consideration of effectiveness or content quality of the trainings (Thompson and Barnes, 2007, pp. 19-20). Conclusion In summary, the NCLB has laid the foundations for educational reform and academic equality but continuous evaluation is essential to make the law work for all. References Check, J. (1992). Book Review: Savage Inequalities: Children in America’s Shools, by Jonathan Kozol. The Quarterly, 14 (3). Retrieved April 10, 2009, from http://www. nwp. org/cs/public/print/resource/1139 Kozol, J. (1991). Savage Inequalities: Children in America’s Schools. New York: Harper Collins New Jersey No Child Left Behind. (2006). Retrieved April 10, 2009, from http://www. nj. gov/education/grants/nclb/

Essay --

Systematic use of black slaves in New Netheriands began in1626,when the first carge of 11 Africans was unloaded by the Dutch West India Company. The company had been founded in 1621,and it operated both as commerical company and as a military institution with quasi-state-like powers.the company had originally tried its colonial experiment in New Netherlands with agricultural laborers from Holland,but this plan went nowhere.Most ofthe Dutch who came to America sought to pile up money in the lucrative fur trade and then hurry back to the comforts of Holland to enjoy their wealth.So the company increasingly turned to slaves,which it was already importing in vast numbers to its Caribbean colonies. From the 1630s to the 1650s,the WIC "was unquestionably the dominant European slave trader in Africa." In 1644 alone,it bought 6900 captives on the African coast.Most of these went to the company's colonies in the West Indies,but the company also imported slaves to New Netherlands to cut the forests.buld roads, constructs house,and grow food.It was company-owned slave ...

Kellogg Book Essay

This book is intended to be a resource for members of the Kellogg School of Management Class of 2005 as they look for summer internships in the consulting industry (as well as for general management internships) for the summer of 2004. The book will also be useful to current first-year students during the fall of 2004 as they look for full-time postKellogg consulting jobs, as well as to the yet-to-be-admitted Kellogg Class of 2006 in their summer and full-time job searches. While we hope this document results in more Kellogg students reaching their employment goals, we are also confident that using this resource to prepare for case interviews will reduce the stress associated with the interviewing process. Additionally, students will find this document to be a useful reference for Kellogg’s core strategy course, MGMT 431, regardless of whether or not they plan to interview for consulting jobs. This introduction will provide an overview of the different sections of the book, recommend how it is to be used, and offer general thoughts of how this fits book in to the bigger picture. To this last point, the book is not intended to be the only resource that Kellogg students will need during the recruiting process for consulting. Rather, it is meant to be a central body of work that provides a complete and thorough introduction to the process, offers its reader a road map of the basic toolkit needed to succeed in these interviews, and also points him or her to other resources that may be helpful. Background on this book and acknowledgements can be found in Appendix A. 2004 Kellogg Consulting Club Case Book 2 Sections This book is divided into six sections, plus five appendices. Section I is this introduction, whose goals are stated above. Section II provides an overview of the case interviewing process and offers general advice on how to perform magnificently during the interviews. (It is adapted primarily from the Fleischmann, Fong, and Marciano article that is alluded to in Appendix A, and has been reorganized into seven sub-sections. ) Section III provides ten sample cases. The first seven of these are meant to be solved in a 30-to-45 minute interview; the first six contain slides. The last three cases are shorter and attempt to emulate the 10-to-15 minute case nterviews that are used by some consulting firms. After all of the practice cases, Section IV discusses fit interviewing, which is a typically smaller, but no less important, part of the overall process. Again, this section is adapted primarily from the earlier work of Fleischmann et. al. Section V provides one-page overviews of each of the eleven consulting firms that are currently planning to in terview Kellogg first-years for jobs during the summer of 2004. Of special interest in this section are the interview formats used by various companies. Students who are interviewing should use this information to customize their case practice and preparation, based on the formats used by the companies that are most of interest to them. Finally, Section VI provides some concluding thoughts and attempts to synthesize the key â€Å"take-away† points of the book. How To Use The Book We would like to conclude this introduction by orienting the reader as to how we envision this book being used. We have mentioned previously that it is not designed to be the only available or necessary resource on the subject. Students who attempt to use it in this way are doing themselves a disservice. Instead, it should be used in tandem with the many other 2004 Kellogg Consulting Club Case Book 3 resources that are available, such as case books from other business schools, Kellogg Career Management Center (CMC) counselors, students at Kellogg who have worked in consulting or are planning to, company representatives and literature, and the rest of the list of resources that is summarized in Appendix B. As for this book, sections I, II, IV, and VI are written to be read straight through (not necessarily in only one sitting). Section III provides practice cases that should be used or studied one at a time. Section V provides thumbnail data on companies that are interviewing at Kellogg, and is meant to be a quick reference for students who are interviewing in those firms. Particular attention should be placed on the various interview formats used by each different company. To maximize results, candidates should study cases that most closely mimic the ones that are given by the firms that they are planning to interview with and/or most want to work for. It is our hope that the combination of this book and of other available resources will maximize the effectiveness of Kellogg students during the winter quarter 2004 interviewing process. If anyone has any questions about the book or the process, they should feel free to directly contact me, either of the Associate Editors, Prof. Marciano, the Kellogg CMC, or any of the 2003-2004 Kellogg Consulting Club co-chairs1. We are all here to help Kellogg first-years get as many summer consulting job offers as possible. Best of luck in the process! Edwin Van Dusen Editor, 2004 Kellogg Consulting Club Case Book Evanston, Illinois December, 2003 1 The co-chairs are Leo Castro, Ami Fadia, Hanna Norfleet, Jason Greenwald, Brian Oxley, and Ojas Wadikvar, all from the Kellogg Class of 2004. 2004 Kellogg Consulting Club Case Book 4 II. How to Ace Case Interviews2 Overview of Section This section provides a complete and comprehensive overview of the case interview process and is probably the single most important section in the book, along with Section III on practice cases. It offers advice on how to best navigate the process, and is divided into seven sub-sections to make the material easier to understand and digest: 1. Sub-section one provides an overview of the case interviewing process. 2. Sub-section two discusses the use of frameworks, and the need to strike a balance between a structured approach and the pitfalls of an overly regimented analysis. 3. Sub-section three walks through a step-by-step illustration of a case interview and is in turn sub-divided into five parts. 4. Sub-section four reviews several common case situations and how to handle them. These include public math, how to get unstuck, and the infamous estimate questions. 5. Sub-section five reviews seven common types of cases that are frequently found in case interviews. 6. Sub-section six goes through some overall tips on how to handle the process. Please do not be put off by the â€Å"laundry list† format of this section, for it contains some important nuggets of advice and wisdom. 7. Finally, sub-section seven provides some concluding thoughts about the process. 2 As mentioned in the Introduction, the text in this section has been primarily adapted from the 2001 Fleischmann, Fong, and Marciano article, although some of the content and wording are new. They, and we, would like to give special thanks to Jason Moss and Chris Riley (both members of the Kellogg Class of 2001) for their invaluable contributions to the initial document, from which this section is primarily adapted. 2004 Kellogg Consulting Club Case Book 5 We have endeavored to distill the most important aspects of the case interview process into this section while keeping it to a manageable length. Obviously, since entire books have been written on this subject, it was not possible for us to include every detail or every opinion on the matter. Students should probably begin by reading this section to get the major points, and then can consult some of the additional resources listed in Appendix B if they feel that they still need to get more depth and detail. Sub-Section One of Seven – Overview of Case Interviews This section will describe the format and structure of case interviews, discuss the various types of cases that one may encounter, and provide practical tips and advice on enhancing one’s chances for success. Fit interviews will be discussed in Section IV later in this book. The consulting interview process may be unlike any series of interviews that a person has been through before Kellogg. While each consulting firm has its own distinct style and method of interviewing, virtually all screen candidates using a combination of â€Å"fit† and â€Å"case† interviews. Understanding and being prepared for both of these types of interviews improves one’s chances of obtaining a position in the field and also reduces the angst associated with the process. The framework is simply a tool to help you structure your response, so do not get too hung up here and waste valuable time that you could be using to advance the discussion. Your initial framework should be a broad sketch, not a detailed blueprint, of how you intend to go about solving the case problem. The details of your analysis should evolve interactively with the interviewer as you progress through the interview. Based on the framework you have developed, you should be able to identify several possible paths towards addressing the case issue. For example, consider a case about Firm X whose profits declined last year. Firm X’s reduced profits could be due to sagging revenues, rising costs, or both. Given that your interview time is limited, it is important to prioritize the issues you will investigate in the case. Investigate the most likely solution to the problem first, followed by the second most likely, and so on. The initial information that you have been given 2004 Kellogg Consulting Club Case Book 14 may steer you towards a particular path. Take cues (subtle or overt) from your interviewer about which paths hold the most merit. For example, if you were told that Firm X recently altered its product mix, you might want to start by examining the prices of its various products. Based on the information you have received, and the framework you have developed, you should formulate an initial hypothesis about the case problem you are evaluating. In the parlance of case interviews, a hypothesis is what you believe to be the central issue of the case, or the solution to it. With regard to Firm X, your initial hypothesis could be that the root cause of its declining profits is that it is selling relatively more low price/low margin products than it had in the past. You may not be given enough information at the onset of a case to develop a reasonable hypothesis from the start. If that happens, progress through your framework, elicit information from the interviewer, and develop a hypothesis as soon as you can. If your initial hypothesis turns out to be wrong, which is often the case, try another one. It is not an automatic â€Å"ding† to not guess the answer correctly on the first try. But it is a likely â€Å"ding† to give up or to lose sight of the main issue, which is to eventually solve the client’s problem. Some firms are more or less receptive to hearing an interviewee, very early on, state a hypothesis for analysis. The key lesson here is to know the firms that you are interviewing with. If you are interviewing with a firm that conducts its cases/engagements with an â€Å"Answer First† approach, then you should probably state a hypothesis early and then relate findings to it as the case progresses: â€Å"this supports my initial hypothesis†¦Ã¢â‚¬  or â€Å"that seems to refute my initial belief, my revised working hypothesis is now†¦Ã¢â‚¬ . Other firms may conduct their work by doing much more detailed data collection before forming a hypothesis. In this case, strive to form a hypothesis, but hold back on stating it until you have collected more data: â€Å"OK, I think I now have enough information to form a hypothesis – based on facts A, B and C, it looks like X might 2004 Kellogg Consulting Club Case Book 15 be happening. Here’s how I would evaluate whether X is truly going on†¦Ã¢â‚¬  With these firms, you may look like you’re jumping to conclusions if your hypothesis isn’t fact-based. Ask members of the firm about their firm’s preference prior to your interview (that’s what all those cocktail receptions are for). Step Three of Five – Articulation After you have developed your analytical framework, prioritized potential solution paths, and formulated your initial hypothesis, the next step is to articulate them to the interviewer. In the case of Firm X, it might go something like this: â€Å"Given that Firm X has experienced a decline in profitability, I am going to begin my evaluation by investigating the various elements that make up profit, namely revenues and costs (framework). Since you mentioned that Firm X has seen its product mix change over the past year, I will begin by analyzing the firm’s revenues, focusing first on pricing (prioritization). It could be that a decline in Firm X’s average price is causing its profits to suffer (hypothesis). If that turns out not to be the case, then I will look at changes in the company’s cost structure. † It is critical in case interviews to demonstrate a structured, logical, and thorough thought process. If you do not verbalize your thought process to the interviewer, (s)he will not be able to evaluate your performance. In addition to talking through your thought process, you may find it beneficial to sketch out your analysis framework on your note pad. Writing down your framework will help you to organize your thoughts, and to regain focus if you get stuck or your analysis becomes very complicated. Just as importantly, an illustrated framework shows the interviewer that you are thinking in a structured manner, and makes it easier for him or her to guide you. Many successful consulting interviewees extol the importance of â€Å"paper management† in case interviews. Interviewers often encourage candidates to take notes, and some even keep 2004 Kellogg Consulting Club Case Book 16 those notes to help remember the path that the interviewee took during his or her case. Whether or not this happens to you, your notepad is an excellent communications medium during your interview. Consultants are generally graphical thinkers – even if they didn’t start this way, they now communicate in slides, charts, and graphs. Speak their language – sketch out your thoughts on your paper, write large, and show the interviewer what you are doing. It is not uncommon for an interviewer to look under an interviewee’s shoulder onto his or her notepad, and comment on it and/or ask questions about its contents. For example, â€Å"I see from your notes that you have come up with five reasons why Firm A should acquire Firm B, and the first one is distribution synergies. What do you mean by that? † Draw out your framework so that the interviewer can see where you’re going, and steer you accordingly. Many interviewees divide their paper into three sections. In the first section, they note facts about the situation (both those given in the initial situation explanation as well as facts uncovered through questions). In section two, analysis is performed, and in section three key findings/conclusions are noted (this section is especially helpful when the candidate is asked to â€Å"sum up† at the close of the case). Note: this does not have to all occur on the same page – feel free to use multiple sheets of paper; the clearer your actions are to the interviewer, the better. Be as graphical and as structured as possible whenever you seek to convey concepts like organizational structure or whenever you do quantitative analysis. Quantitative analysis, in particular, should be laid out in rows and columns â€Å"Excel-style† (ideally with the equation noted above the columns) so that interviewers can follow your calculations. Doing fancy math in your head is great, but it’s more important to illustrate to the interviewer how you are coming to your numbers than to wow them with calculation speed. Your arithmetic may be correct, but your equation may be missing a critical variable. Drawing out your thoughts helps the interviewer 2004 Kellogg Consulting Club Case Book 17 identify this and correct your course. This is far preferable to leaving the interviewer wondering why your number does not match the number that is given in the case solutions. To err is human, but to do so in a way that leaves the interviewer wondering about whether the problem was with your arithmetic or your thought process is likely to prove fatal. Step Four of Five – Analysis: Ask Questions, Gather Information, and Test Hypotheses Having articulated your framework and initial hypothesis, you are ready to move into the analysis phase, which should be the bulk of the interview. In the analysis phase, you should ask questions, synthesize the information provided, and draw conclusions based on the facts. By asking questions and bringing to light new information, you will be able to determine whether your initial hypothesis was valid or invalid. If the data proves your hypothesis to be invalid, systematically follow your framework and progress to the issue with the next highest priority. In addition, based on new information you receive, develop a new hypothesis as soon as possible. For example: â€Å"Based on what I’ve learned so far, it appears as though Firm X’s product mix and revenues are not the most important cause of its declining profitability. So now I’ll move on to investigate the firm’s costs (transition to next branch of the framework). You mentioned that Firm X recently signed a new agreement with its unions, so I’ll start by examining its labor costs. It could be that an unfavorable union contract has inflated the firm’s labor expenses and negatively impacted its profits (new hypothesis). † Asking questions, collecting information, and developing and testing hypotheses is an iterative process, and constitutes a good case interview. As you receive answers to your inquiries, you should be able to hone in on the solution to the problem, and the interviewer may point you in the right direction. Even if all of your hypotheses are ultimately proved invalid, if 2004 Kellogg Consulting Club Case Book 18 you have solicited relevant facts and drawn conclusions in a structured, logical manner, you will have done well. Do not forget that it is important to verbalize your thought process throughout the entire interview. Avoid long periods of silence — the interviewer is attempting to evaluate how you think, and mute introspection precludes this. When doing calculations, tell the interviewer everything that you’re doing. This maximizes the interviewer’s ability to coach you and illustrates your thought process. It takes practice to be able to do this with aplomb, but it is a skill well worth developing. Asking questions is a fundamental part of the process, but remember to do so within the context of your framework, as opposed to firing off questions in no particular order. As you work through the case, it is a good idea to verbally summarize where you are, what you have learned, what the information means in diagnosing the problem, and where you are headed next. Summarizing can also be a useful technique to buy yourself time to think if you become stuck. Take caution not to summarize too frequently, however, because it takes away from the time that you should be using to analyze the case issue. Step Five of Five – Summary and Recommendation When you feel you have covered all the bases in your analysis, or when you have run out of time, end by summarizing the situation and providing a recommendation. If at all possible, always end your interviews with a succinct recommendation. Try not to recap the path of analysis that you have just performed. Instead, draw on key facts to give a clear answer to the central question of the case. For example, â€Å"I do not recommend that the firm enter the market, given that the industry in question is characterized by low barriers to entry, intense rivalry, and significant supplier power† (all of which you discovered through your analysis). 2004 Kellogg Consulting Club Case Book 19 You might also add next steps or additional considerations, as appropriate, to make your analysis more balanced and thorough. For example, â€Å"Based on the discussion that we had today, I would not recommend at this point that the firm enter the market. However, I would also want to know more about the regulatory trends in the market, and about the industry’s distribution channel mix, before making a final decision in a real situation. † Remember, cases are usually complex. If you imply to the interviewer that you have completely addressed the issue in 30 to 45 minutes, you may be perceived as short-sighted or arrogant. It’s much better to state what you’ve found and can reasonably infer, and then identify the areas that you’d like to further penetrate (if given more time) and the assumptions that you’ve made that you think your conclusions are most sensitive to. An important point to keep in mind is that even if you are dead wrong, if you have approached the problem in a logical, structured, and thorough manner, you have done well. You will likely encounter the â€Å"elevator test† at the end of some of your interviews. It typically goes something like this, â€Å"We’re out of time. Sum this up in 30 seconds so I can tell the client our major findings. The purpose of this exercise is to see whether you can identify the most important elements of the case, distill complex issues into concise, easily understandable terms, and maintain your poise when thrust into a stressful situation.

Minority languages Essay

The world has very many languages that are considered as minor. These are well spread through the lands and they are threatened towards extinction. Various policies have been put forward by different countries to help preserve these unique dialects and one of the ways is by use of education scholarships given to people of these languages to encourage the to advance. As they advance, their languages get known in various places. Broadcasting stations that air programs in these languages have also been set up. Many more people can as a result hear them and adopt their ways. The culture of these minority groups can be used as a platform of preserving the dialects. Various campaigns have been set up to help market the culture of these people so that they remain dominant. Some countries have also gone to an extent of declaring that the minority languages are the national languages of their countries and this is a boost towards preserving the languages. Some education curriculums have also been set up so that these languages can be used in learning institutions and this has worked to spread awareness on these minority languages. This occurred in Sami which is an Irish dialect. Some important books like the bible have been printed in these languages and this gives security and helps to preserve the languages. The local owners of these languages are hence kept busy in their tradition and they feel comfortable and lack nothing because of the translations. The minor languages can best be preserved by making sure that the members fit in all arena of life by providing books and programs that are representative of their language. This is the only secure way. Source Tomasi, K. (2005). World History. NY: Oxford press.

When College Has a Negative ROI - Guest Post by David I. Block, EA

When College Has a Negative ROI - Guest Post by David I. Block, EA My accountant from NYC, David Block, sent this out to his list and I thought it brought up some important issues to consider for anyone considering going to (or sending a child to) an expensive yet low-ranked college. For some, at least on pure economic/financial grounds, it might make sense to go straight from high school into the working world. Heres what David has to report: With graduation season pretty much behind us, there are a slew of high school graduates who are enjoying their last golden summer, before well, before that time that many consider to be another golden four years. [I fondly remember those halcyon days before the real world hits! Even in college, I remember thinking: Wow, am I ever  BUSY! All of these social events to juggle!!!  But alas, real life isnt quite so bubble-wrapped.] But over the last couple decades, there has been a rising chorus of critics who point to skyrocketing tuitions, and the corresponding skyrocketing debt-loads, and are just wondering:  is it ACTUALLY worth it? Well, for some schools, the answer is a resounding: NO. TaxMaster Financials Real World Personal Strategy Note When College Has a Negative ROI Whats right isnt always popular. Whats popular isnt always right. Howard Cosell As many have claimed (such as the US Census Bureau  https://www.census.gov/prod/2002pubs/p23-210.pdf  ), a typical college degree is worth up to a million bucks over a career but thats not true for every degree. Whats becoming more and more apparent is that  prospective  college students need to do their homework beforehand, because some degrees simply arent worth the investment. Of the 1312 colleges evaluated in the 2014 PayScale College ROI Report (found here:  https://www.payscale.com/college-roi/full-list/financial-aid/yes  ), graduates from 58 institutions are estimated to be worse off after 20 years compared with those who skipped college and went straight to work. These 58 lackluster institutions make up 4.42% of all the colleges surveyed. The lowest grade goes to Shaw University in Raleigh, North Carolina, where PayScale estimates that grads will be $121,000 worse off after 20 years for earning a degree. To calculate this estimate, PayScale uses an opportunity cost measure they call return on investment (ROI). After factoring all the net college costs, the report compares 20 years of estimated income of a college graduate versus 24 years of income from a high school graduate who started working immediately and didnt have to pay college expenses (or take loans). Future college students (and their parents) must realize that not all colleges are equal. The graduates from the lowest ranking schools report earning less income after graduation. The PayScale website is helpful because it allows you to see reported earnings of graduates from over a thousand colleges. I also assume that low-performing schools in this report tend to offer less financial assistance, which leaves their graduates with larger debt burdens. However, the most highly endowed colleges can reduce their cost of attendance with grants and scholarships. For example, Stanford is one of the most expensive schools based on sticker price, but its financial assistance is typically generous. So the net cost is very competitive, and their ranking is number 4 based on the PayScale study. The list, unfortunately, is not all inclusive. For example, my alma mater does not seem to be in the list at all. And, of course, there is a question about whether or not college is to be best utilized to create well-rounded, intelligent students, well-versed in liberal arts, or if college is now simply to be considered as vocational school. Nonetheless, the list has some value, as there are differences between schools and majors.Debt burdens are relative. A doctors salary can more quickly pay off a high-price education loan than can a teachers. A good rule of thumb is to avoid incurring college debts that will be more than half of your expected annual income. Limiting loans to no more than 50% of a future salary allows graduates to pay off their debts after five years, using 10% of their future salary.Some students begin to realize their faulty economics only after they have enrolled. Not surprisingly, those schools with the lowest ROI also have the highest dropout rates in the coun try. For example, we have Adams State, which has a 21% graduation rate and a 20-year net ROI of minus $20,143. What should be clear from this data is the world of difference between the outcomes of graduates of highly-rated schools, and of those near the bottom of the barrel.  Attending a college with a poor ROI is not necessarily a mistake, but the financial aid package had better be sweet.  So, treat your college decision like any investment:  you also need to do your homework before you commit your time and money to an unknown outcome. I hope I am helping the college choice discussion for you, rather than hindering! Warmly, David   I. Block, EA For Arnold, Tina and Dianne TaxMaster Financial Service Corporation (212) 247-9090 What do you think of Davids  analysis of College ROI? Does it change your view of how you will approach the college choice process? Please share below.

Nolo (Irregular Latin Verb) Definition and Use

Nolo (Irregular Latin Verb) Definition and Use Nolo, nolle, nolui - to wish not to Nolo is an important verb because the imperative is used to form negative commands. To say dont in Latin, you use the imperative of nolo. Indicative PresentSingular1 - nolo2 - non vis3 - non vultPlural1 - nolimus2 - non vultis3 - noluntIndicative ImperfectSingular1 - nolebam2 - nolebas3 - nolebatPlural1 - nolebamus2 - nolebatis3 - nolebantIndicative FutureSingular1 - nolam2 - noles3 - noletPlural1 - nolemus2 - noletis3 - nolent Imperative PresentSg. 2. noliPl. 2. noliteFutureSg. 2. and 3. nolitoPl. 2. nolitotePl. 3. nolinto Subjunctive Present Singular1 - nolim2 - nolis3 - nolitPlural1 - nolimus2 - nolitis3 - nolint Subjunctive Imperfect Singular1 - nollem2 - nolles3 - nolletPlural1 - nollemus2 - nolletis3 - nollent Infinitive Present nolleParticiple Present nollens, entis Malo and Nolo are based on Volo: malo magis volo and nolo non/ne volo Irregular Latin Verbs Eo - to goFio - to becomeVolo - to wishnolo, nolle, nolui to be unwilling and malo, malle, malui to prefer are similar.Sum - to beDo - to giveFero - to carryEdo - to eat

The United States Prohibition of Alcohol Essay Example | Topics and Well Written Essays - 1250 words

The United States Prohibition of Alcohol - Essay Example The law of prohibition does not include the consumption and carrying of alcohol. As a result of this prohibition, the era faced a difficult time which was full of social unbalances. The illegal alcohol became the high income commodity that lead to the black marketing business during that period. The business of the racketeer was rising without any limits, in which strong and powerful groups started corrupting the agencies responsible for the enforcement of law. The demand for alcohol got sky high as it showed great potential to get smuggled. The amount required for the enforcement of forbidden law was quite much and there were little revenues generated from the taxes i.e. $500 million collection every year from the whole U.S. that inversely impacted the economy and government exchequers. In 1933, the law of prohibition of alcohol got reversed through the implementation of 21st Amendment in the constitution. The black market group ultimately lost their shares in the illegal activity i n every state of U.S as each state was enjoying the right to place their own developed rules and laws to counter the use of alcohol and the legal stores were introduced to sell the economical priced alcohol. The illicit criminal groups found it difficult to sustain their profits and started the more dangerous criminal activity by dealing in other products like narcotics and drugs. Not just the formal legal control over the use of alcohol, the colonial America had some informal majors of controlling the consumption of liquor at home and social grounds in the community by maintaining the ideals that use of alcohol is bad and not at all acceptable. It was quite clear in the minds of the people that alcohol is from the God but the negative aspects are derived from the devil along. Therefore, anyone found guilty of consuming alcohol will be punished by God and it is condemned at a greater scale. In case of failure for informal controlling techniques, the legal method was used to counter the effects. The violation was no doubt happening in U.S but the normal sobriety of the people reveals the improvement of the controlling system from formal and informal levels for the population that intakes over 3 gallon of alcohol/ person each annum. This statistic is much higher than the current rate of using alcohol. There were some details that were given by the medical experts. Dr Benjamin Rush, a psychiatrist of the 18th century stated that during the period of 1784, that high consumption of (r is harmful for the physical health as well as physiological health. His idea was related to the moderate consumption instead of complete forbidden (Gerritsen 165). Under the influence of the revelation of Benjamin rush, 200 farmers of Connecticut community created an association in 1789. Same kinds of formations were developed in other states like Virginia in 1800 and in network in 1808. In the next ten years, other associations were formed in more than eight states of U.S. out of whi ch there were some that were accepted to the state level. In 1840, the prohibition movement or dry movement was initiated and expanded by the pietistic religious dominations; the most important one was the Methodists (Gann 358). During the years of 1830 and 1840, most of the associations that were formed started believing in the fact that the only way to avoid the state