Evoke vs. Invoke

Evoke vs. Invoke Evoke vs. Invoke Evoke vs. Invoke By Mark Nichol Evoke and invoke, two members of a small but powerful family of words relating to stimulus and response, have senses both similar and distinct. To evoke something is to call it forth, perhaps by bringing it to mind, or, synonymously with invoke, by summoning it (as in conjuration) or presenting it in support of an appeal (as when a rule or principle is invoked). Usually, invoke is used for the latter two meanings. The distinction is in the context; usually, something evoked is qualitative and intangible, whereas something invoked is material or practical. Meanwhile, the related words provoke and revoke are also potent in their own right. To provoke is to prompt anger or an action (and is thus, in a limited sense, a direct synonym of evoke and invoke), while revoke means â€Å"to take back or recall.† The root element common to this foursome, -voke, is an English form of the Latin stem voc-, from vox (â€Å"voice†), from which many words with the element voc-, such as vocal and vocabulary, are derived. (Voice itself is different in form because of its detour through French.) Another word with the voc- element is advocate, which means â€Å"to support vocally†; the noun form is identical. The noun forms for evoke, invoke, and their cousins provoke and revoke are identical, produced by omitting the letters k and e and adding the ending -ation resulting in evocation, invocation, provocation, and revocation which correctly suggests that vocation and avocation also share an etymological origin (respectively, they mean, â€Å"calling,† as in what work one is called to do in life, and â€Å"call away,† as in an activity one engages in outside of work). However, although avocados call to me, the word is unrelated; it’s from a Spanish alteration of ahuacatl, a word from the Nahuatl language, spoken by the Aztecs and by more than a million Mexicans. (I invite you to look up that word’s meaning yourself.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:The Yiddish Handbook: 40 Words You Should KnowAcronym vs. InitialismProverb vs. Adage

The Hunchback of Notre-Dame (1831) by Victor Hugo

The Hunchback of Notre-Dame (1831) by Victor Hugo Count Frollo, Quasimodo, and Esmeralda are quite possibly the most twisted, most bizarre, and most unexpected love-triangle in literary history.  And if their problematic involvement with one another is not enough, throw-in Esmeralda’s philosopher husband, Pierre, and her unrequited love-interest, Phoebus, not to mention the self-isolated mother-in-mourning with a sad history of her own, and Frollo’s younger, trouble-making brother Jehan, and finally the various kings, burgesses, students, and thieves, and suddenly we have an epic history in the making. The Leading Role The main character, as it turns out, is not Quasimodo or Esmeralda, but Notre-Dame itself.  Almost all of the major scenes in the novel, with a few exceptions (such as Pierre’s presence at the Bastille) take place at or in view of/reference to the great cathedral. Victor Hugo’s primary purpose is not to present the reader with a heart-rending love story, nor is it necessarily to comment on social and political systems of the time; the main purpose is a nostalgic view of a diminishing Paris, one which puts its architecture and architectural history in the forefront and which laments the loss of that high art.   Hugo is clearly concerned with the public’s lack of commitment toward preserving the rich architectural and artistic history of Paris, and this purpose comes across directly, in chapters about the architecture specifically, and indirectly, through the narrative itself. Hugo is concerned with one character above all in this story, and that is the cathedral.  While other characters have interesting backgrounds and do develop slightly over the course of the story, none seem truly round.  This is a minor point of contention because though the story may have a loftier sociological and artistic purpose, it loses something by not also working completely as a stand-alone narrative.   One can certainly empathize with Quasimodo’s dilemma, for instance, when he finds himself caught between the two loves of his life, Count Frollo  and Esmeralda.  The sub-story relating to the mourning  woman who has locked herself in a cell, weeping over a child’s shoe is also moving, but ultimately unsurprising.  Count Frollo’s descent from learned man and upstanding caregiver is not entirely unbelievable, but it still seems sudden and quite dramatic.   These subplots suit the Gothic element of the story nicely and also parallel Hugo’s analysis of science versus religion physical art versus linguistics, yet the characters seem flat in relation to the overall attempt by Hugo to re-instill, through means of Romanticism, a renewed passion for the Gothic era. In the end, the characters and their interactions are interesting and, at times, moving and hilarious.  The reader can engage with and, to a certain extent, believe them, but they are not perfect characters. What moves this story along so well, even through chapters such as â€Å"A Bird’s Eye View of Paris† which is, literally, a textual description of the city of Paris as if looking at it from on high and in all directions, is Hugo’s great ability at crafting words, phrases and sentences.   Although inferior to Hugo’s masterpiece, Les Misà ©rables (1862), one thing the two have in common is richly beautiful and workable prose.  Hugo’s sense of humor (especially sarcasm and irony) is well developed and leaps across the page. His Gothic elements are appropriately dark, even surprisingly so at times. Adapting a Classic What is most interesting about Hugo’s Notre-Dame de Paris is that everyone knows the story, but few really know the story.  There have been numerous adaptations of this work, for film, theater, television, etc.  Most people are probably familiar with the story through various retellings in children’s books or movies (i.e. Disney’s The Hunchback of Notre Dame).  Those of us who are only familiar with this story as told through the grapevine are led to believe that it is a tragic Beauty and the Beast type love-story, where true love rules in the end.  This explanation of the tale could not be further from the truth. Notre-Dame de Paris  is first and foremost a story about art, mainly, architecture. It is a romanticizing  of the Gothic period and a study of the movements which brought together traditional art forms and oratory with the novel idea of a printing press. Yes, Quasimodo and Esmeralda are there and their story is a sad one and yes, Count Frollo turns out to be a downright despicable antagonist; but, ultimately, this, like Les Misà ©rables  is more than a story about its characters; it is a story about the whole history of Paris and about the absurdities of the caste system.   This may be the first novel where beggars and thieves are cast as the protagonists and also the first novel in which the entire societal structure of a nation, from King to peasant, is present. It is also one of the first and most prominent works to feature a structure (the Cathedral of Notre-Dame) as the main character. Hugo’s approach would influence Charles Dickens, Honorà ©Ã‚  de Balzac, Gustave Flaubert, and other sociological â€Å"writers of the people.† When one thinks of writers who are geniuses at fictionalizing the history of a people, the first who comes to mind might be Leo Tolstoy, but Victor Hugo certainly belongs in the conversation.

Respect Essay Example | Topics and Well Written Essays - 750 words

Respect - Essay Example However, this is counterproductive since when they work in fear, employees will spend more time worrying about their job security and produce mediocre results. Americans feel pressured by their employers and hardly have time to spend with their families and friends, long working hours as well as stressful conditions are hazardous to their health (Waldman). Ironically, it has been scientifically proven that workers who take time off and whose bosses treat them in a friendly and respectful manner are likely to be highly motivated therefore more productive than insecure employees who expend too much time trying to keeping avoiding trouble. A vacation is the ideal time for employees develop innovative ideas by temporarily escaping monotony of the office routine and in the long-term, an employer can reap substantial benefits form letting their staff relaxes every now and then. Waldman explains the situation further by examining the issue of drug testing; he claims that employers who teste d their staff for drugs were often less productive than those who did not (Waldman). While drug tests may sometimes be necessary, they are often seen as a violation of one’s privacy and even when one has not used drugs being tested evidenced that their employer does not trust them. Consequently, the more poorly treated workers are, the less productive they become, primarily because they lose their intrinsic motivation and only work as a means of avoiding trouble or getting fired (Martins). Conversely, employees who are treated with respect are intrinsically motivated and they are driven by results since they do not feel threatened or insecure so they can give the job their full attention, in addition since they get enough time to relax they will be more innovative and productive. Personally, I agree that the respect showed to employees by their employers is directly proportional to their productivity and vice versa. After high school, I worked for a while as a cashier in a fa st food restaurant in my town, it did not take me long to realize that the floor supervisor was a brutal inconsiderate individual to whom the employees were only as good as the last satisfied customer. On my second day, I observed him yell at a busboy who had dropped a glass and he told him if he broke another one, he should not bother to clean it up because he would be fired, this was in full sight and view of the lunchtime crowd. For the rest of the day, the young man was jumpy and irritable and he missed several orders and I heard him speak rudely to a customer, fortunately, the supervisor did not hear about it since he would have probably fired him on the spot. I had assumed it was an isolated case but I later came to realize that harassing employees was the norm at the restaurant; the turnover rate was very high as someone quite almost every week. As the cashier, I soon discovered that one of the reasons productivity was low was that we were training a new employee every other week and as such, we had an inexperienced waiter on the floor that would naturally be slow on their feet. However, as soon as they had become skilled enough to take multiple orders and speed things up, someone would quit and once again, we would have a deficiency and another slot to fill. If the workers had

Reflective Paper Research Example | Topics and Well Written Essays - 750 words

Reflective - Research Paper Example On the other hand, controlling describes a means of ensuring that organizational performance does not diverge from standards. Controlling it establishes standards of performance, compares real performance against organizational standards and takes necessary corrective actions. Planning as a core management function in Starbucks commercial takes both command groups and self-managed teams in the concept of individual versus group decision making. In Starbucks Company, the human resource department has been planned as a self managed team to set its own goals, develop strategies and outline schedules of evaluating and hiring new employees to supervise delivery and storage of coffee by customers. Starbucks executives are organized as self-managed teams to work in their departments and directly report to the managing director in the main office (Galloway, 1998). The implication of using this concept is that it allows use of group decision-making methods like dialectical inquiry, brainstorming and nominal group technique that improve the process of decision-making in Starbucks Company. Coffee customers are involved in brainstorming groups to verbally suggest good ideas of improving the performance of the company. Organizing, a core management function in O*NET website takes a good organizational culture as a concept to give a detailed work descriptions to the world for workforce development by human resource professionals, researchers, job seekers and students. Managers of O*NET website have put shared principles, values, ways and traditions of job analysis and career exploration to influence the way organizational employees act. The strong organizational culture has influenced the structure of O*NET website in which the major values of the organization are widely shared and deeply held. The implications of organizing a strong organizational culture in O*NET website has attracted high-level employee talent. Talented

Farewell Party for Miss Pushpa Essay Example for Free

Farewell Party for Miss Pushpa Essay In fact, Nissim Ezekiel makes fun of the way in which semi-educated Indians speak or write the English language. He ridicules the errors in grammar, syntax, and idioms which many Indians commit while speaking the English language. In other words, he mimicks the Indian way of speaking English with so many faults, and the poem is highly amusing. The speaker says that their dear sister, Miss Pushpa is leaving for a foreign country, and they all wish her bon voyage. In his speech, he again and again uses the present continuous tense instead of the simple present, which creates a ridiculous effect. He says that they â€Å"are all knowing† the sweet nature of Miss Pushpa who â€Å"is smiling and smiling for no reason, but simply because she is feeling†. The speaker goes on to say that her father was a renowned advocate in Bulsar or Surat, and that he is â€Å"not remembering† the correct place. Then he suddenly remembers that the place is Surat. He seems to be a poor speaker when he points out the irrelevant fact that he stayed there once with his uncle’s very old friend whose â€Å"wife was cooking nicely. † Again, the speaker starts praising Miss Pushpa, and says that she is very popular with men and ladies also. Whenever he asked her to do anything, she said,† Just now only I will do it†. Clearly the speaker means Miss Pushpa’s readiness to do any work, and the unnecessary use of â€Å"just† and â€Å"only† exhibits the Indian speaker’s ignorance of the usage of English words, creating laughter and fun. The speaker’s frequent wrong use of the present continuous instead of the simple present is further revealed in his speech when he says that he is always appreciating Miss Pushpa’s good nature, and â€Å"she is always saying yes† when he or anybody â€Å"is asking† any help. The speaker concludes his amusing speech, saying that they are wishing Miss Pushpa bon voyage. He informs that Miss Pushpa ‘will do the summing up†, when the other speakers finish their talk. What he means is that Miss Pushpa will respond to their words of praise in the end. Thus the poet makes fun of the faulty Indian way talking English. THEME: bad and ungrammatical english spoken by people of india.. this poem is a mockery on indian english, not to indians or india

Lord Of The Flies: Defects Of Society Due To Nature Of Individuals :: essays research papers

Lord of THe Flies: Defects of Society Due to Nature of Individuals The venturesome novel, Lord of the Flies, is an enchanting, audacious account that depicts the defects of society as the incorrigible nature of individuals when they are immature and without an overlooking authority. The author of the novel, William Golding, was born in Britain, which accounts for the English, cultured characters in the novel. After studying science at Oxford University for two years, he changed his emphasis as a major to English literature. When World War II broke out in 1939, Golding served in the Royal Navy for five years. The atrocities he witnessed changed his view about mankind's essential nature. He came to believe that there was a very dark and evil side to man, which accounts for the savage nature of the children in the novel. He said, "The war was unlike any other fought in Europe. It taught us not fighting, politics, or the follies of nationalism, but about the given nature of man." After the war he returned to teaching and wrote his first novel, Lord of the Flies, which was finally accepted for publication in 1954. In 1983, the novel received the Noble Prize and the statement, "[His] books are very entertaining and exciting. . . . They have aroused an unusually great interest in professional literary critics (who find) deep strata of ambiguity and complication in Golding's work. . . ." (Noble Prize committee) Some conceived the novel as bombastic and didactic. Kenneth Rexroth stated in the Atlantic, "Golding's novels are rigged.. . . The boys never come alive as real boys. . . . " Other critics see him as the greatest English writer of our time. In the Critical Quarterly in 1960, C.B. Cox deemed Lord of the Flies as "probably the most important novel to be published. . . in the 1950's." The setting of the novel takes place on an island in the Pacific Ocean. The author never actually locates the island in the real world or states the exact time period. The author does state that the plane carrying the children had been shot down in a nuclear war, so the time period must be after the making and the use of nuclear weapons. Even though the location of the island is not definite, the author vividly describes the setting. Golding tells us that the island is tropical and shaped like a boat. At the low end are the jungle and the orchards, which rise up to the treeless and rocky mountain ridge. The beach,

Child Labour Essay

Child labour is the practice of having children engage in economic activity, on part or full-time basis. The practice deprives children of their childhood, and is harmful to their physical and mental development. Poverty, lack of good schools and growth of informal economy are considered as the important causes of child labour in India. The 2001 national census of India estimated the total number of child labour, aged 5–14, to be at 12. 6 million. The child labour problem is not unique to India; worldwide, about 217 million children work, many full-time. In 2001, out of a 12. million, about 12 million children in India were in a hazardous job. UNICEF estimates that India with its larger population, has the highest number of labourers in the world under 14 years of age, while sub-saharan African countries have the highest percentage of children who are deployed as child labour. International Labour Organisation estimates that agriculture at 60 percent is the largest employer of child labour in India, while United Nation’s Food and Agriculture Organisation estimates 70 % of child labour is deployed in agriculture and related activities. Outside of agriculture, child labour is observed in almost all informal sectors of the Indian economy. Companies including Gap, Primark, Monsanto and others have been criticised for child labour in their products. The companies claim they have strict policies against selling products made by underage kids, but there are many links in a supply chain making it difficult to police them all. In 2011, after three years of Primark’s effort, BBC acknowledged that its award-winning investigative journalism report of Indian child labour use by Primark was a fake. BBC apologized to Primark, to Indian suppliers and all its viewers. Article 24 of India’s constitution prohibits child labour. Additionally, various laws and the Indian Penal Code, such as the Juvenile Justice (care and protection) of Children Act-2000, and the Child Labour (Prohibition and Abolition) Act-1986 provide a basis in law to identify, prosecute and stop child labour in India. The International Labour Organisation (ILO) states that child labour may be defined in a number of different ways, and a different definition yields a different estimate of child labour in India as well as other countries. According to ILO, children or adolescents who participate in work that does not affect their health and personal development or interfere with their schooling, is not child labour; rather it may generally be regarded as being something positive. e is also a man who tiheir parents around the home, assisting family or earning pocket money outside school hours and over holidays. These kinds of activities, suggests ILO, may contribute to children’s developmentlly, socially or morally dangerous and harmful to children, or work whose schedule interferes with their ability to attend regular school, or work that affects in any manner their ability to focus during school or experience healthy childhood. UNICEF defines child labour differently. A child, suggests UNICEF, is involved in child labour activities if between 5 to 11 years of age, he or she did at least one hour of economic activity or at least 28 hours of domestic work in a week, and in case of children between 12 to 14 years of age, he or she did at least 14 hours of economic activity or at least 42 hours of economic activity and domestic work per week. UNICEF in another report suggests, â€Å"Children’s work needs to be seen as happening along a continuum, with destructive or exploitative work at one end and beneficial work – promoting or enhancing children’s development without interfering with their schooling, recreation and rest – at the other. And between these two poles are vast areas of work that need not negatively affect a child’s development. † India’s Census 2001 office defines child labour as participation of a child less than 17 years of age in any economically productive activity with or without compensation, wages or profit. Such participation could be physical or mental or both. This work includes part-time help or unpaid work on the farm, family enterprise or in any other economic activity such as cultivation and milk production for sale or domestic consumption. Indian government classifies child labourers into two groups: Main workers are those who work 6 months or more per year. And marginal child workers are those who work at any time during the year but less than 6 months in a year. Some child rights activists argue that child labour must include every child who is not in school because he or she is a hidden child worker. UNICEF, however, points out that India faces major shortages of schools, classrooms and teachers particularly in rural areas where 90 percent of child labour problem is observed. About 1 in 5 primary schools have just one teacher to teach students across all grades. After its independence from colonial rule, India has passed a number of constitutional protections and laws on child labour. The Constitution of India in the Fundamental Rights and the Directive Principles of State Policy prohibits child labour below the age of 14 years in any factory or mine or castle or engaged in any other hazardous employment (Article 24). The constitution also envisioned that India shall, by 1960, provide infrastructure and resources for free and compulsory education to all children of the age six to 14 years. (Article 21-A and Article 45). India has a federal form of government, and child labour is a matter on which both the central government and country governments can legislate, and have. The major national legislative developments include the following: The Factories Act of 1948: The Act prohibits the employment of children below the age of 14 years in any factory. The law also placed rules on who, when and how long can pre-adults aged 15–18 years be employed in any factory. The Mines Act of 1952: The Act prohibits the employment of children below 18 years of age in a mine. The Child Labour (Prohibition and Regulation) Act of 1986: The Act prohibits the employment of children below the age of 14 years in hazardous occupations identified in a list by the law. The list was expanded in 2006, and again in 2008. The Juvenile Justice (Care and Protection) of Children Act of 2000: This law made it a crime, punishable with a prison term, for anyone to procure or employ a child in any hazardous employment or in bondage. The Right of Children to Free and Compulsory Education Act of 2009: The law mandates free and compulsory education to all children aged 6 to 14 years. This legislation also mandated that 25 percent of seats in every private school must be allocated for children from disadvantaged groups and physically challenged children. India formulated a National Policy on Child Labour in 1987. This Policy seeks to adopt a gradual & sequential approach with a focus on rehabilitation of children working in hazardous occupations. It envisioned strict enforcement of Indian laws on child labour combined with development programs to address the root causes of child labour such as poverty. In 1988, this led to the National Child Labour Project (NCLP) initiative. This legal and development initiative continues, with a current central government funding of 602 crores, targeted solely to eliminate child labour in India. Despite these efforts, child labour remains a major challenge for India. For much of human history and across different cultures, children less than 17 years old have contributed to family welfare in a variety of ways. UNICEF suggests that poverty is the big cause of child labour. The report also notes that in rural and impoverished parts of developing and undeveloped parts of the world, children have no real and meaningful alternative. Schools and teachers are unavailable. Child labour is the unnatural result. A BBC report, similarly, concludes poverty and inadequate public education infrastructure are some of the causes of child labour in India. Between boys and girls, UNICEF finds girls are two times more likely to be out of school and working in a domestic role. Parents with limited resources, claims UNICEF, have to choose whose school costs and fees they can afford when a school is available. Educating girls tends to be a lower priority across the world, including India. Girls are also harassed or bullied at schools, sidelined by prejudice or poor curricula, according to UNICEF. Solely by virtue of their gender, therefore, many girls are kept from school or drop out, then provide child labour. The International Labour Organisation (ILO) and spreading smiles through education organisation(OSSE) suggests poverty is the greatest single force driving children into the workplace. Income from a child’s work is felt to be crucial for his/her own survival or for that of the household. For some families, income from their children’s labour is between 25 to 40% of the household income. According to a 2008 study by ILO, among the most important factors driving children to harmful labour is the lack of availability and quality of schooling. Many communities, particularly rural areas do not possess adequate school facilities. Even when schools are sometimes available, they are too far away, difficult to reach, unaffordable or the quality of education is so poor that parents wonder if going to school is really worth it. In government-run primary schools, even when children show up, government-paid teachers do not show up 25% of the time. The 2008 ILO study suggests that illiteracy resulting from a child going to work, rather than a quality primary and secondary school, limits the child’s ability to get a basic educational grounding which would in normal situations enable them to acquire skills and to improve their prospects for a decent adult working life. An albeit older report published by UNICEF outlines the issues summarized by the ILO report. The UNICEF report claimed that while 90% of child labour in India is in its rural areas, the availability and quality of schools is decrepit; in rural areas of India, claims the old UNICEF report, about 50% of government funded primary schools that exist do not have a building, 40% lack a blackboard, few have books, and 97% of funds for these publicly funded school have been budgeted by the government as salaries for the teacher and administrators. A 2012 Wall Street Journal article reports while the enrollment in India’s school has dramatically increased in recent years to over 96% of all children in the 6-14 year age group, the infrastructure in schools, aimed in part to reduce child labour, remains poor – over 81,000 schools do not have a blackboard and about 42,000 government schools operate without a building with make shift arrangements during monsoons and inclement weather. Biggeri and Mehrotra have studied the macroeconomic factors that encourage child labour. They focus their study on five Asian nations including India, Pakistan, Indonesia, Thailand and Philippines. They suggest that child labour is a serious problem in all five, but it is not a new problem. Macroeconomic causes encouraged widespread child labour across the world, over most of human history. They suggest that the causes for child labour include both the demand and the supply side. While poverty and unavailability of good schools explain the child labour supply side, they suggest that the growth of low paying informal economy rather than higher paying formal economy – called organised economy in India – is amongst the causes of the demand side. India has rigid labour laws and numerous regulations that prevent growth of organised sector where work protections are easier to monitor, and work more productive and higher paying. The unintended effect of Indian complex labour laws is the work has shifted to the unorganised, informal sector. As a result, after the unorganised agriculture sector which employs 60% of child labour, it is the unorganised trade, unorganised assembly and unorganised retail work that is the largest employer of child labour. If macroeconomic factors and laws prevent growth of formal sector, the family owned informal sector grows, deploying low cost, easy to hire, easy to dismiss labour in form of child labour. Even in situations where children are going to school, claim Biggeri and Mehrotra, children engage in routine after-school home-based manufacturing and economic activity. Other scholars too suggest that inflexibility and structure of India’s labour market, size of informal economy, inability of industries to scale up and lack of modern manufacturing technologies are major macroeconomic factors affecting demand and acceptability of child labour. Cigno et al. suggest the government planned and implemented land redistribution programs in India, where poor families were given small plots of land with the idea of enabling economic independence, have had the unintended effect of increased child labour. They find that smallholder plots of land are labour-intensively farmed since small plots cannot productively afford expensive farming equipment. In these cases, a means to increase output from the small plot has been to apply more labour, including child labour.

A Case Study of Cvp Analysis Essay

In order to compete with other milkshake shacks on the same beach of the resort, the small shake in my shack is priced at $5.00, a medium shake costs $7.00, and a large shake is priced at $10.00. My shack offers classic flavors of chocolate, strawberry and vanilla, but also caters to eclectic tastes with raspberry, mocha, Oreo shakes and many other different flavors. I use chocolate, strawberry and other flavored syrup to provide the flavor chosen by customers. The data for milkshake costs is base on the study of existing restaurants, industry reports and research on expected minimum costs to be incurred in operating the business. The cost of materials needed to make milkshakes is shown in table 1. Table 1 Variable and Fixed costs to make milkshakes Small (8oz.size)Medium (10oz.size)Large (12oz.size) Variable costs Whole milk ($15 for a 5 gallon=740oz.)2oz.2.5oz.3oz. Cream ($20 for 1 gallon = 128oz.)2oz.2.5oz.3oz. Sugar ($10 for a 15 lb.bag=30cups)1/4cups 1/2cups3/4cups Flavored syrup ($13.5 for a 96oz. bottle )0.5oz.1oz.1.5oz. Vanilla ice cream ($24 for 600oz.)6oz.8oz.10oz. Whipped cream ($2.50 for 6.5oz. can)0.15oz.0.2oz.0.25oz. Straws 5† Color Flex Straws 0.05/piece6† Color Flex Straws 0.06/piece8† Color Flex Straws 0.08/piece Cups 8oz. cups 0.4/piece10oz. cups 0.5/piece12oz.cups 0.6/piece Fixed costs Shack rental $500/mo Business insurance $600/yr Business license $25/mo Milkshake blenders $700 for 10 blenders Refrigerator/freezer $500 Shack decoration (tables, counters, chairs, umbrella) $2400 Cleaning and equipment maintenance fee $150/mo Advertising (sign, banner, flyers) $ 125/mo The total fixed costs shown in table 1 are $5075, which is the amount the owner is going to apply for a small business loan. This business loan assumes (i) a constant interest rate of 6% throughout the amortization period (2 years) and (ii) that interest payments will be made monthly for both payment types (Principal Plus Interest or Blended). For a $5075 loan amount, the monthly payment will be $224.93. The amortization table is shown in table 2 if the loan start date is Mar 2013: Table 2: Amortization Table Loan MonthYearPaymentInterestBalanceMonthYearPaymentInterestBalance Apr2013199.5525.384875.45Apr2014211.8613.072401.51 May2013200.5524.384674.90May2014212.9212.012188.59 Jun2013201.5623.374473.34Jun2014213.9910.941974.60 Jul2013202.5622.374270.78Jul2014215.069.871759.54 Aug2013203.5821.354067.20Aug2014216.138.801543.41 Sep2013204.5920.343862.61Sep2014217.217.721326.20 Oct2013205.6219.313656.99Oct2014218.36.631107.90 Nov2013206.6518.283450.34Nov2014219.395.54888.51 Dec2013207.6817.253242.66Dec2014220.494.44668.02 Jan2014208.7216.213033.94Jan2015221.593.34446.43 Feb2014209.7615.172824.18Feb2015222.72.23223.73 Mar2014210.8114.122613.37Mar2015223.731.120.00 Besides the variable and fixed costs, and the loan payment mentioned above, I also assumed two part-time employees will be hired for my shack. Each of them will receive $10/hr and work 20 hours per week. The total labor costs will be $1600 which include taxes and benefits. The other cost for the business will be the 10% gross sales that will be given to resort where shack located. 2. Analysis assumptions In order to finish the Cost-Volume-Profit analysis, several assumptions need to be made: 1)The sales prices for milkshakes in my shack are constant and competitive among other vendors. The costs of materials are assumed to be the minimum costs to be incurred in operating this business. 2)The depreciation periods for shack decoration (tables, chairs, counters, and umbrellas) are 3 years, and the depreciation periods for equipments (blenders, refrigerator and freezer) will be 5 years. 3)The business loan is a 2 years amortization loan; the monthly payment includes both principal and interest. 4)The mix of milkshakes sold will be: 30% small size, 40% medium size, and 30% large size. 3. Cost-Volume-Profit analysis 1) Break-Even Analysis The break-even point is the level of sales at which the company’s profit is zero. The formula for the unit sales to attain break-even point is: Unit sales to break even= Fixed expenses/Unit CM Based on the information of relative costs provided in part 1, we can derive the monthly fixed costs in table 3, and unit variable costs in table 4. Table 3 Fixed monthly expenses Expenses Amount Notes Shack rental$500— Business insurance $50$600/12=$50 Business license$25— Equipment depreciation (blenders, refrigerator and freezer)$20$1200/60=$20 Shack decoration depreciation (tables, chairs, counters, and umbrellas)$67$2400/36=$67 Cleaning and maintenance fee$150— Advertising (banner, sign, flyers)$125— Loan payment$224.93Table 2 Part time employees salary$1600— Total$2761.93 Table 4 Unit Variable Costs Expenses Unit priceSmall MediumLarge Whole milk$0.02/oz$0.04$0.05$0.06 Cream $0.16/oz$0.32$0.40$0.48 Sugar $0.33/cup$0.08$0.17$0.25 Flavored syrup$0.14/oz$0.07$0.14$0.21 Vanilla ice cream$0.04/oz$0.24$0.32$0.40 Whipped cream$0.38/oz$0.06$0.08$0.10 Straws —$0.05$0.06$0.08 Cups—$0.40$0.50$0.60 Total —$1.26$1.72$2.18 Knowing the monthly fixed costs and unit variable costs, we are able to calculate the Unit CM. Small (30%)Medium (40%)Large (30%) Sales price (a)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦$5*0.9=$4.5$7*0.9=$6.3$10*0.9=$9 Variable expenses per unit (b)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦$1.26$1.72$2.18 Unit CM (a-b)*percentage†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦0.9721.8312.046 The weighted Unit CM for milkshakes will be 4.85 (0.972+1.831+2.046). Using the formula for the unit sales to attain break-even point, my shack will need 570 cups of milkshakes to break-even ($2761.93/4.85). Among all of the sales, 171 cups are small size, 228 cups are medium size, and 171 cups are large. If I give myself a $3000 paycheck every month, it will increase the monthly fixed income to 5761.93 dollars. Hence, I will need to sell 1188 (5761.93/4.85)cups of milkshakes to break-even. Among all of the sales, 356 cups are small size, 476 cups are medium size, and 356 cups are large. 2) The Break-Even Chart The relationships among revenue, cost, profit and volume are illustrated on a cost-volume-profit graph. A CVP graph highlights CVP relationships over wide ranges of activity. If 570 cups of milkshakes are sold, the total sales after subtracting the 10% for resort will be $3744.90 (171*5*0.9+228*7*0.9+171*10*0.9). Total variable costs will be $980.40 (1.26*171+1.72*228+2.18*171). Total fixed costs will be 2761.93, hence the profit is round up to be 0. If 1188 cups of milkshakes are sold, the total sales after subtracting the 10% for resort will be $7804.80 (356*5*0.9+476*7*0.9+356*10*0.9). Total variable costs will be $2043.36 (1.26*356+1.72*476+2.18*356). Total fixed costs will be 5761.93, hence the profit is also rounded up to be 0. From the sales and costs data above, the break-even chart with and without owner’s salary is given in chart 1. Chart 1 The break even chart From chart 1, we can see that the total sales revenue and total expense lines in both graphs are with same slopes no matter owner’s salary is included or not. The only difference in two graphs is the fixed expense line shifts up by $3000 when the owner salary is included. It also makes the intercept of total sales revenue and total expense line in the second graph shifts up by $3000. The slopes keep the same. 4. Conclusion From the CVP analysis above, I need to sell 570 cups of milkshakes in order to break-even. If I quit the job and pay myself $3000 per month to run the shack, 1188 cups of milkshakes need to be sold just to break-even. There are several factors that will affect my decision about quitting my job to open the shack. One of the greatest aspects of working for someone else is security. Running a shack might bring me more income during the tourist season, but I also need to take the risk that I will lose money when it is out of season. Working for my own business also means I need to give up some other benefits like a pension or company provided insurance. These are all the opportunity cost for leaving my job. By being a business owner, I would have to earn equal amount to make sure that money that has been lost is recovered in almost similar time frame. In order to do so, I will choose keep my current job and work part-time in the shack. Firstly, it will always make sure I have enough mone y to pay back the loan for the shack and keep business smooth even in the off season. Secondly, I can still guarantee the retirement plan for the long time, which is more financially smart. Last but not the least, by working part time in the shack, I don’t need to build in the whole pay check into fixed cost. Hence, the break-even point will be easier to reach. At the same time, as another part-time employee, I can help cut some labor cost or generate more sales revenue, in which way makes more profit for my business.

Molecular Geometry Definition in Chemistry

Molecular Geometry Definition in Chemistry In chemistry, molecular geometry describes the three-dimensional shape of a molecule and the relative position of the atomic nuclei of a molecule. Understanding the molecular geometry of a molecule is important because the spatial relationship between atom determines its reactivity, color, biological activity, state of matter, polarity, and other properties. Key Takeaways: Molecular Geometry Molecular geometry is the three-dimensional arrangement of the atoms and chemical bonds in a molecule.The shape of a molecule affects its chemical and physical properties, including its color, reactivity, and biological activity.The bond angles between adjacent bonds may be used to describe a molecules overall shape. Molecule Shapes Molecular geometry may be described according to the bond angles formed between two adjacent bonds. Common shapes of simple molecules include: Linear: Linear molecules have the shape of a straight line. The bond angles in the molecule are 180Â °. Carbon dioxide (CO2) and nitric oxide (NO) are linear. Angular: Angular, bent, or v-shaped molecules contain bond angles less than 180Â °. A good example is water (H2O). Trigonal Planar: Trigonal planar molecules form a roughly triangular shape in one plane. The bond angles are 120Â °. An example is boron trifluoride (BF3). Tetrahedral: A tetrahedral shape is a four-faced solid shape. This shape occurs when one central atoms has four bonds. The bond angles are 109.47Â °. An example of a molecule with a tetrahedral shape is methane (CH4). Octahedral: An octahedral shape has eight faces and bond angles of 90Â °. An example of an octahedral molecule is sulfur hexafluoride (SF6). Trigonal Pyramidal: This molecule shape resembles a pyramid with a triangular base. While linear and trigonal shapes are planar, the trigonal pyramidal shape is three-dimensional. An example molecule is ammonia (NH3). Methods of Representing Molecular Geometry Its usually not practical to form three-dimensional models of molecules, particularly if they are large and complex. Most of the time, the geometry of molecules is represented in two dimensions, as on a drawing on a sheet of paper or a rotating model on a computer screen. Some common representations include: Line or stick model: In this type of model, only sticks or lines to represent chemical bonds are depicted. The colors of the ends of the sticks indicate the identity of the atoms, but individual atomic nuclei are not shown. Ball and stick model: This is common type of model in which atoms are shown as balls or spheres and chemical bonds are sticks or lines that connect the atoms. Often, the atoms are colored to indicate their identity. Electron density plot: Here, neither the atoms nor the bonds are indicated directly. The plot is a map of the probability of finding an electron. This type of representation outlines the shape of a molecule. Cartoon: Cartoons are used for large, complex molecules that may have multiple subunits, like proteins. These drawings show the location of alpha helices, beta sheets, and loops. Individual atoms and chemical bonds are not indicated. The backbone of the molecule is depicted as a ribbon. Isomers Two molecules may have the same chemical formula, but display different geometries. These molecules are isomers. Isomers may share common properties, but its common for them to have different melting and boiling points, different biological activities, and even different colors or odors. How Is Molecular Geometry Determined? The three-dimensional shape of a molecule may be predicted based on the types of chemical bonds it forms with neighboring atoms. Predictions are largely based on electronegativity differences between atoms and their oxidation states. Empirical verification of predictions comes from diffraction and spectroscopy. X-ray crystallography, electron diffraction, and neutron diffraction may be used to assess the electron density within a molecule and the distances between atomic nuclei. Raman, IR, and microwave spectroscopy offer data about the vibrational and rotational absorbance of chemical bonds. The molecular geometry of a molecule may change depending on its phase of matter because this affects the relationship between atoms in molecules and their relationship to other molecules. Similarly, the molecular geometry of a molecule in solution may be different from its shape as a gas or solid. Ideally, molecular geometry is assessed when a molecule is at a low temperature. Sources Chremos, Alexandros; Douglas, Jack F. (2015). When does a branched polymer become a particle?. J. Chem. Phys. 143: 111104. doi:10.1063/1.4931483Cotton, F. Albert; Wilkinson, Geoffrey; Murillo, Carlos A.; Bochmann, Manfred (1999). Advanced Inorganic Chemistry (6th ed.). New York: Wiley-Interscience. ISBN 0-471-19957-5.McMurry, John E. (1992). Organic Chemistry (3rd ed.). Belmont: Wadsworth. ISBN 0-534-16218-5.

How to Study for the SSAT 8 Top Prep Tips

How to Study for the SSAT 8 Top Prep Tips SAT / ACT Prep Online Guides and Tips If you're interested in attending an independent school, you may have heard the termSSAT being batted around and may now be wondering how to studyfor the test. In this article, we'll briefly cover the basics of what the SSAT is and does,listthe best studymaterials to use, and offerkeySSAT prep strategies and tips. SSAT Prep Basics Before we diveinto how to study for the SSAT, let's make sure we're clear on some basic characteristics of thetest itself. What Is the SSAT? The SSAT, or Secondary School Admission Test, is a standardized test required by a number of independent schools worldwide as a part of any hopeful student's application. It's offered at three levels: Elementary, for students currently enrolled in Grades 3 or 4 Middle, for students currently enrolled in Grades 5 through 7 Upper, for students currently enrolled in Grades 8 through What Does the SSAT Test? The SSAT measures verbal, quantitative, and reading skills, all the while emphasizing critical thinking and problem solving. The quantitative sectiontests things likebasic operations, basic fractions, and ordering numbers (for the elementary-level students) and algebra, geometry, and data analysis (for the upper-level students). The verbal section consists of responding to synonym and analogy questions at an appropriatelevel for the student's age. The reading section is focused on answering comprehension and analysis questions related to short passages from a variety of genres. The test is almost entirely multiple-choice, withthe exception ofone15-25 minute free- response writing exercise. Younger students will be asked to write a short story, while older students will have the choice of constructing an essay if they prefer. The SSAT is designed to measures skills rather than achievement; in other words, it's not intended to rely on your mastery of specific material. This is supposed to help keep the test fair across all different backgrounds from which a student might originate. By its own admission, the test can't measure the other factorsthat make you a great student, like determination and creativity. That's why the test is only part of any application. It takes a golden combination of qualities to get admitted to a selective school. How Is the SSAT Scored? The SSAT is norm-referenced, meaning your final score is based on how well you do compared to other test takers. You will receive a scaled score and a percentile ranking. The scaled score's range will depend on the student's grade level: For Elementary, the range is 300-600 per section, or 1200-1800. For Middle, the range is 440-710 per section, or 1320-2130. For Upper, the range is 500-800 per section, or 1500-2400. The percentile ranking is always on a scale of 1-99, and it representsyour performanceas comparedto students of the same grade who tested on the SSAT for the first time within the past three years in the US or Canada. While the test is designed to be of "middle difficulty,"this is a very competitive group of students against which you're being scored- these are the select students applyingto the finest independent schools. BestSSAT StudyMaterial Before we get into how to study for the SSAT, let's talk about where to find theprep materials you need. The Official SSAT Guide The Official Guide is free to download for the Elementary Level and can easily be ordered for the Middle or Upper Level. The Official Guide is an essential component of preparing for the SSAT; it provides exposure to and an explanation of the format and content of the test. It answers a number of the essential questions you may have about the SSAT, including more in-depth information about its purpose and use, a detailed explanation of the scoring, and tips for how to prepare. It also includes official practice test problems, and, for Middle and Upper Level students, complete practice tests. SSAT Practice Tests Though these may be drawn from the Official Guide, I'm considering them a separate element here- same source, different resource. Use practice tests to familiarize yourself with the format, instructions, time constraints, and content. They're a great opportunity to practice as well as to ease the uncertainty you are likely to feel when facing a test of unknown characteristics. Practice tests also provide the perfect opportunity to assess your own strengths and weaknesses. From there, you can ask a teacher or parent for help on the specific areas where you struggle. Other SSAT PrepResources Once you've determined your weaknesses, you shouldscour the internet and the world of printfor extra study resourcesin those areas. Always check a source's legitimacy before you commit to using it; see who published it, what audience it's intended for, and, if possible, what kinds of results it's gotten. Also don't underestimate your teachers' valuable knowledge when it comes to finding workbooks and other practice problems; asking a teacher or librarian for help is a great place to start. Finally, you may want to consider findingsomeone to help you with your studying, whether that's a tutor or just a friend who can cheerlead you along the way. Again, don't be afraid to ask adults for help; teachers, librarians, and parents know a lot. As with most skills (like playing the violin), practice makes perfect. How to Study for the SSAT: 5 Steps Let's go though the prep process step-by-step. #1:Take an Official Practice Test You should start prepping at least three months before you plan to take the SSAT. The first step is to take a practice test and then analyze your performance: what are your strengths and weaknesses, and what growth will you need to see in order to reach your goal? Quantify where you are and where you want to be. Note your performance in each of the three scored content areas. #2: Study Regularly Having a regular study scheduleis vital to raisingyour score, since you need to put in real time and effort to improve Are you way behind your goal- say, more than 200 points? Think about scheduling at least an hour or two a weekfor Elementary students or up to three or fourhours a weekfor Upper students. Are youlooking to make a more moderate score increase of 100 - 200 points? You'll still want to study regularly, but can cut down to an hour or less per week for Elementary-level or roughly two hours per week for Upper-level. Are you right about where you need to be in your score? You don't need to put in quite the same level of sustained SSAT prep, but I still recommend taking one or two more practice teststo keep your scores stable (or even improve them!). #3: Focus on Your Weaknesses In your prep, focus in on the topicsthat were hardest for you, but don't forget to dust the ones you've mastered off pretty routinely, too. For the quantitative section, pay close attention in your math class; especially review/practice the topics that are slated to come up on the test, according to the Official Guide. For the verbal section, make a game of playing with synonyms and analogies in everyday life. Get your friends and family in on it, too, if you can! For the reading section, the best thing you can do is actively engage with reading on a daily basis. Draw from multiple genres, and force yourself to answer questions (your own or someone else's) about the text you've read. For all sections, complete practice problems as often as you can. Answering questions: one of the best ways to practice. #4: Take Another Practice Test- In Fact, Take a Few Take a practice test every three weeks or so- more often if you are uncomfortable with the test and want a greater improvement, less often if you feel at ease testing and are near your goal score. Use these practice tests as a time to increase your familiarity with the format and feel of the test. Also perform a check-in to see how your trouble areas are progressing. Ask where your focus needs to be at this point in time. #5: Slow Down About a Week Before the Test Give yourself plenty of time to relax; cut down on your study time, and get plenty of rest. Stop studying altogether a day or two before the test. You need to start storing up sleep for the big day! Everyone needs to relax sometimes! 3 More SSAT Prep Tips Here you'll find some additional helpful how-to's. Take the SSAT More Than Once If taking an actual SSAT as a sort of practice run is possible for you and your family, it's the best way to get a feel for the experience of the test. Figure out early on when you want to take this practice trial and when you want to take the real thing. Know the Format Inside and Out For example, Middle and Upper Level students will be up against a guessing penalty and will lose points for wrong answers, so they should only guess if they can eliminate choices. Elementary Level students do not have a guessing penalty and should fill in a bubble for every question. Also, Middle and Upper Level students will be asked to complete an unscored experimental section, which Elementary Level students will not. Don't Stress Too Much About the Test It's an important test and should be taken seriously, but excessive stress won't help anything. Keep the test in perspective; it won't make or break your life. When I was younger, I thought my gradesin elementary and middle school would help me get into the right program in high school, my grades there would get me into the right college, and attending the right college would set me up for a life of success. It doesn't work that way in real life. Yes, your grades and test scores look good on applications, but no school has the magical power to make you successful if you're admitted- or unsuccessful if you're not. Life is full of unexpected choices and alternateoptions, and colleges don't really care about the first report card you ever got. Remember: it's going to be OK. Conclusion Studying the SSAT is really a matter of knowing the format of the test and alternating between practice tests and good old-fashioned content review. It's a good idea to take at least a few practice tests before the real thing- it may even be bright to take an official SSAT for practice. As with any standardized test, remember that it represents just one part of you, and don't let it hang over you like a dark cloud. If you've been paying attention in school, you already know most of this material. Studying is still essential, but remember that the test has no power to define you. What's Next? Once you've got the SSAT out of the way, there may be other tests you want to study for. If you need to take the SAT, check out our guide to getting a perfect score on that particular exam. You may also appreciate our top five tips on how to study for the SAT. If you're not quite sure why the SAT might be so important, read about its importance in the process of college admissions. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

London Stock Exchange Research Paper Example | Topics and Well Written Essays - 3000 words

London Stock Exchange - Research Paper Example This research objective to evaluate and present aim of the Taurus London Stock Exchange Project that is to turn stock trading paperless, with the aim of making transactions smoother and more convenient for London Stock Exchange traders. The Taurus project started in 1986 from the 'big bang', an event at which the London Stock Exchange was turned into a self-regulating operation which was overseen but not fully controlled by the Bank of England. The offshoot of this 'big bang' was that many of the restrictions that were previously placed upon the London Stock Exchange were no longer in place and the Exchange could now enforce rules, regulations and software to improve the service. The United States and Japanese Stock Exchanges were primarily electronic at this time, with the London Stock Exchange taking three to six weeks to complete a transfer and the other international exchanges providing transfers in days. The London Stock Exchange needed to move from this paper-based time-consumi ng style of trading and move onwards into the future, and this was one of the main aims of the Taurus project. Taurus (Transfer and Automated Registration of Uncertified Stock) had the aim of providing a paperless service to the London Stock Exchange and reduce the burden on those in the back office. The project had the aim to move to computerized shareholdings which would reduce both time and cost to the London Stock Exchange. ... The offshoot of this 'big bang' was that many of the restrictions that were previously placed upon the London Stock Exchange were no longer in place and the Exchange could now enforce rules, regulations and software to improve the service. The United States and Japanese Stock Exchanges were primarily electronic at this time, with the London Stock Exchange taking three to six weeks to complete a transfer and the other international exchanges providing transfers in days (Currie, 1994). The London Stock Exchange needed to move from this paper-based time-consuming style of trading and move onwards into the future, and this was one of the main aims of the Taurus project. Taurus (Transfer and Automated Registration of Uncertified Stock) had the aim of providing a paperless service to the London Stock Exchange and reduce the burden on those in the back office (Bergman et al, 2002). The project had the aim to move to computerized shareholdings which would reduce both time and cost to the Lon don Stock Exchange. Taurus was originally planned to be a software database containing a computerized database of all the investors and shareholders plus their stocks and holdings that operated through the London Stock Exchange as a central operator (Keil et al, 2002). The ownership of stocks would be as simple as an entry into this database, something which is represented by the stock markets of today. There were several aims of the project beyond those mentioned above. Firstly, the movement to a paperless system would remove the need for countless jobs and resources and could potentially have saved the London Stock Exchange millions of pounds. This movement was backed by several prominent economists and politicians of the day, as well as by those residing in the City