In Your Own Words Essay Example for Free

In Your Own Words Essay In a researched proposal, it addresses a particular project academic or scientific research. A research proposal contains extensive literature reviews and must offer convincing support of need for the research being proposed. Thus, this why a proposal is written, it is a scheme from a sellers to a prospective customer. Overall the main purpose is to fulfill the requirements of a client, which I will explain how General Motors will address throughout this proposal. Overview Section In my proposal the researched goals are to understand what makes General Motors successful. We will do this by making a stronger commitment to our customers (We hear you loud and clear), our employees, and partners. I will address the steps we will take in fulfilling our obligations below: Customers In making a stronger commitment to our customers, General Motors will make more fuel-efficient vehicles by building vehicles that get 30 mpg or more. We will produce a pug in vehicle by the name of the Chevrolet Volt, which will show our consumers and potential consumers we are innovative. The Chevy Volt, with its core technology that will drive a higher volume for electrification of automobiles and we also will be expanding our selling to China and Australia, giving our competitors something to scratch their heads about. Additionally, we want to deliver best quality vehicles and this is a major cornerstone of true commitment to our valued customers. Therefore, having a relationship with customers is essential; we strive to create passionate brand of supporters, who cherish their vehicles. We want them to openly tell other of their experience with our innovative vehicles. In addition, being innovative, we know this is something we must do! We challenge us to become more innovative and that ensures we will lead in everything we do! This extends to implementing the smallest improvements to execute bigger ideals. We are constantly increasing our competitive advantage to delight and excite our customers. Employees In making a stronger commitment to our employees, we understand Safety and Quality comes first. Safety is and always be a priority here at GM. Emphasizes will be concentrated on our safety first culture, in our facilities, and with the growth of our businesses in new markets. We will offer incentives to our employees for working safely and productively, such incentive a paid one day off, gift cards, and discounts off vehicles. We will make sure that our employee’s practice our new safety philosophy which is safety is at the heart of development of each one of our vehicles. Partners In making a stronger commitment to our partners, we understand creating lifelong partners that we want here at GM, we take nothing for granted in our efforts are to earn the confidences and loyalty of our partners. We listen to partners to ensure we meet all their needs, and are connecting with them on their terms. General Motors business problems Currently, the business problems General Motors is having is financial, speculated by a few business experts, who have confidence in the company being able to continue in its present form even though it filed bankruptcy in 2006 (Taylor, J, 2013). There are numerous business problems the company is facing, but I will only speak of one which is legacy costs, it’s the caring for General Motor’s retired and injured employees. The union United Auto Worker, have negotiated regularly nice wages, pensions and health care, which protect their member. The profit margin in booming times on automobiles could include buffers to cover the ongoing costs of payments to retirees, hence the financial problem, can’t pay what they agreed. In contrast to foreign competitors and newcomers to auto industry do not have the same problems with their profits. This has forced cash trapped buyers to turn to more affordable cars. General Motors Competition According to General Motor’s Strategic Analysis, the key competitors GM, who’s domestic, are: Daimler/Chrysler, Ford Motor and who are foreign are: Toyota Motor and Honda Motor (Thomas, C, n. d. ). In explanation of why they are competitors Daimler Chrysler placed itself as an industry leader, since, it manufactures brands such as: Dodge, Mercedes Benz, and Jeep. As for Ford Motor Company, two vital businesses are automotive and financial services. Ford has concentrated on reducing cost to raise margins further than its competitors. Thus, Honda Motor Company, it has reliable confident reputation for producing high quality products from cars to motorcycles. Toyota Motor Company has three major brands Toyota, Lexus, and Scion these let Toyota reach many sectors of the globe in a choice of vehicle for the customers. Concluding why General Motors is the leader of its competitors, it manufactures more brands than its competitors, these brands are: Chevrolet, GMC, Cadillac, Buick, Pontiac, Hummer, Saab, Daewoo, Opel, and Holden. It’s to no wonder why our economy rested on GM success. (Thomas, C, n. d. Population Sample In my population sample for customer attitudes and behaviors, I will use cluster sampling in the selection of how I will gather this information needed. I know as the researcher that population that will be under scrutiny is those ethnicities that do the most purchasing, sadly but true its minorities. According to the Consumer Expenditure Survey that was conducted by the Federal Bureau of Labor S tatistics, minorities spend up to 30% more than that of whites who have comparable incomes (BLS. gov, 2013). Their age would range from 35-64 years old. I will you this age because consumers are spending at 63% (BLS. gov, 2013), now for determining how they will feel about company products and services. As I understand population sample is a process through a group of representative individuals are select from the population for the sole purpose of statistical analysis. I know my population sample must be done correctly, since if errors occur, my data will be misleading or invalid. Steps in the research process In identifying the steps in the research process, my first step would be to identify and develop my research topic. I can do so by, stating what I want to research. Second step: find background information on the subject, utilizing internet as resource for gathering information. Third Step: usage of books and media, I will use guided keyword searches to find material by topic or subject, and writing down in both steps 2 and 3 my sources. Fourth Step: search periodical articles, this will be to find citations to articles. Fifth Step: evaluate what I found, critically analyzing information sources. Sixth Step: cite what I found using standard form, just giving credit where credit is due.

Importance Of Dream in Black Boy by Richard Wright :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The author of the story â€Å"Black boy†, Richard Wright, expressed the theme, the importance of dream by making readers relate to the situation in â€Å"Black Boy†. â€Å"Black Boy† is about this little boy who writes a story and the story’s title causes this uproar because it has the word hell in it. â€Å" The Voodoo on hell’s half acre† is the title of the story. The theme is importance of dream, and this theme relates to the story because the main character had a dream. Stayed with that dream, and he didn’t let what others said about him bother him.   Ã‚  Ã‚  Ã‚  Ã‚  The theme importance of a dream relates to â€Å"Black Boy† because the boy decided to go for his dream. His dream was to become a writer, as seen on page 431, the narrator expressed that the boy woke up one day wanting to be a writer, and he then picked up his composition book and he wrote the story. He showed a way on how go with that dream and he had also had the courage to stay with that dream.   Ã‚  Ã‚  Ã‚  Ã‚  Also, The character had stayed with his dream; this is shown on pages 432-434. He had put so much time into that story that he took it to the editor himself. Once the editor got it he wanted a response immediately. That shows that he stuck with his dream, he wanted an immediate response from the editor. After that he wanted to know what was he going to do with the story. The main character had a dream, and he didn’t care what others said.   Ã‚  Ã‚  Ã‚  Ã‚  Lastly, the main character in the story â€Å"Black boy† didn’t care what people said about his 3part story. He even was hurt by his own grandmother, (as seen on pages 432-

Democratic Education in Modern China Essay

Education plays an important role in transforming a society, this follows from its impact on the reasoning of persons, transforming of culture, change of attitude, increased efficiency and also the enhancement of a systematic analysis of some documentations that enable the creation of a new knowledge among other impacts. It enables the transfer of skills from one person to the other and also the sharing of experience that is meant to increase efficiency. Educating society enables the country to develop its human resources. This is enhanced through the imparting of skills that are meant to improve the labour productivity and efficiency in performing varied tasks. Education also impacts communication in a positive manner as the trainees are provided with the skills on how to effectively communicate. Effective communication enables the employees of an organisation to exchange ideas with much easy, hence promoting the sharing of experience that is likely to enhance improved efficiency in some organisation. Education history in China can be traced to have started at the initial stages of the Chinese civilization. It started among the nobles who established educational training for their young ones. The first school that was established in was Shang Hsiang, that was meant to teach the youth and specifically the nobles on some skills as provided by the Chinese culture (Deng, 1). The establishment of Shang Hsiang school can therefore be perceived as the starting point for education in China. Afterwards the government established five national schools that were meant to teach specifically the junior nobles. The national schools thought the six Arts that include rite, mathematics, Calligraphy, Charioteering, Archery and Archery, that formed the six practices of the Chinese culture. Within the same time, hundred schools of thought emerged within the Chinese community having Confucianism as the most popular school of thought. The leader of Confucianism, that is Confucius was perceived as being the originator for the education that was meant to reach the large numbers, that is, educate for the public. Confucius advocated for the provision of education to all the population without discrimination and encouraged the teaching of the students according to their respective ability. The advocating for education for all and according to their ability followed the discrimination that was existing by then in providing educational training because it was only meant for the noble youths, who were the offspring of he nobles. Therefore, this can be perceived as being a setback in the early development of education in China during the Cultural Revolution. The success and the failures of the Cultural Revolution reforms in Education. The success or the failure of the cultural revolution reforms imply the extend to which the educational reforms met the purported purposes as provided by the authority. In the early establishment of schools in China, the process of enhancing education was affected by the political structure, where schools were grouped according to political entities in order to gain favour of social influence. The political structure affected education depending on which school of thought that the leaders of the society regarded as being appropriate as the various schools of thought were in competition. For example, Qin Shi Huang favored for legalism, that is, the Chinese philosophy, and perceived the other schools of thought as being useless (Peterson, 20). Following his attitude, he used to burn books from the other schools of though and buried scholars belonging to the schools of thought that were not preferable according to him. This actions is one of the major setbacks that retarded the development of education in China during the cultural revolution. Confucianism was advocated as the national education doctrine by Emperor Wu of Han. This situation disadvantaged the other schools of thought that never had an upper hand in the Chinese politics, despite their educational content. Otherwise, it was just a matter of the attitude other than the quality of education inherent in different schools of schools of thought. The success of education in China was however boasted by the invention of paper in China. This enabled effective documentation of the educational teachings, and enhanced easy reference and storage. The freedom to access education, that is, the autonomy of education from political influence was enhanced through the defeat of the Chinese empire in the Opium war. This marked the turning point for education standard and access in China. Following the defeat, the modern western education streamed into the country in various languages. It also impacted the various sectors that included the national defence and the technicalities that were used in production. The government also boasted the education by sending numerous students abroad to study varied technical courses. The families also sent their offspring for study in the countries that include the United States of America, Europe and Japan. Towards the end of the 19th Century a number of high learning institutions were established that include the Jiaotong University and also the Peking University. On introducing the western education and deserting the cultural oriented education, the Chinese education system focused in enhancing economic modernisation as the main agenda foe improving the education standard. This direction was provided in 1984 following the designing of laws that were meant to govern the Chinese education system (Hill and Storey, 27). An education plan was also designed in 1985 that was meant to reform the education system. Among the contents on the plan included the five year compulsory education and also the instituting of the State Education Commission. The government devoted funds in the improvement of the education standards and ensuring that more citizens were accessible to education. In China, the policies that have been designed overtime have been alternating between improving the knowledge also the practical application of the knowledge in enhancing national development. This was meant to orient the education system in making it relevant for national development. The government has also been trying to lessen the gaps that exist between the workers and the peasants in terms of literacy. The urban population also seem to be more educated than the rural population, thus the government has also been trying to seal the gap by supplying the rural population with the educational facilities. There has also been an encouragement for the intellectuals to engage in providing manual labour in enhancing national development. Science and technology was offered the first priority in enhancing national development, however social sciences were also perceived as being reinforcing in attaining national development. The vocational training was considered equivalently important. The elite were encouraged to further their capabilities by seeking further training in improving their efficiency and competence. The intellectuals were also encouraged to engage in research that was meant to create new knowledge in integrating it which the knowledge from abroad. The beneficiaries of the criteria that used in selecting students for higher education during the cultural revolution time, where recommendations dependent on political connectivity than merit. The higher education in China can be perceived to have risen following the dynamics in the political policies that have been occurring in the modern China. The need for higher education arose due to the emphasis over professionalisms and the enabling of technical competence. In the early stages of Chinese cultural revolution, a large number of students were enrolled in Red Guard organizations which were the higher learning institutions by then (Williams, 117). In 1970s, according the admission criteria into the Red Guard, one was admitted to the organization only if they were recommended from their work unit and had good political credentials, and on the condition that they were not involved in the manual labour. There were no examinations that were meant to evaluate the ability of the students who were admitted to the University, meaning that there was a possibility for admitting incapable students to the university. Admission into a university heavily depended on political connections of an individual other than merit; therefore one required a political recommendation before joining university. Following the criteria that was used in admitting students into the university, the education standard was reported to had fallen to an extend to which the students were unable to read a book after leaving the university in their respective fields of study. This situation also had an impact of demoralizing the university administrators. The criteria of admission only gave an opportunity to the children of the cadres and the officers who had connections that were to enable them get admission for their children ‘through the back door’. Therefore, following the nature of the criteria that was used to admit students, the students who benefited from the high learning education were the ones who had a political connection that was to enable them secure an admission through the back door. This method of admission disadvantaged the potential students who could have made in better in the university due to lack of political connection. The children of the peasants stood at a disadvantage meaning that the cycle of being politically non-influential was likely to persist, as the politically influential persons were likely to prepare their children to take over after them, hence perpetuating leadership within some families. The Red Guards can be regarded as being naive pawns in an elite struggle other than being rational actors that were to protect their self interests. The criteria that was adapted by the Red Guards in admitting the students into the university portray the Red Guard as being naive pawns in an elite power struggle than rational actors protecting their self interest. This is evident in the situation where the red Guards only engaged in admitting students into the university without any evaluation on whether they have the ability to pursue various courses of their preference. As mentioned early, the graduates never even had the ability to read a book even after graduating from the university. The criteria locked out the children who belonged to his peasant families regardless of their ability to excel in academics. This situation enabled the politically connected persons to reign with fewer competitions from the other members of the society, regardless of their weaknesses because the criteria provided them with a protection against. The aim for the high education was to enable high performance among the students when they are in practice, implying that the admitting of students who do not qualify into the university following their political connections is anti development (Smith and Buckle, 231) The admitting of students who do not qualify for admission will contribute less to national development because the education attained while in the university will have less impact in improving their performance. The red guards were trying to ensure that competition is restrained because of the posts that were to enable them maintain their social classes were likely to be taken by the new elites that were likely to emerge among the peasants, thus it was a strategy over which the peasants were denied the opportunity to compete favorably with the politically connected persons. The dominance was only to be reinforced by restricting the new forces that were likely to emerge from the peasants is they accessed higher education. The Red guards can be regarded as being protecting their interests, but the protecting of their interests was irrational. They can be perceived as being irrational actors following the fact that the criteria was undermining national development, because the graduates were likely to fail meeting the responsibilities entrusted to them with regard to the academic tittles awarded to them. The aim for higher education was to enhance national development, therefore the act of offering education to persons who were certain to contribute less to national development seem to be an irrational act as the purported reasons for offering higher education were never attained. This implies the wasting of resources by the state in educating students whose marginal productivity in contributing to the national development was below the optimal requirements, thus a bogus investment. Thus, making the whole process an irrational. A comparison and contrast between the cultural revolution reforms in education and the educational reforms the were introduced after 1978. Following the failures of the cultural revolution reforms in education in attaining accelerated national development, there arose various reforms after 1978 that were meant to enhance effectiveness in the education system in enabling national development. For instant, during the 1980’s, there were a number of reforms that occurred following the modernization goals that were set by the government. The higher education was regarded as being the foundation for research and training that was meant to enhance national development on doing the application of the knowledge that is created (Jinxia, 219). This is different from the times of cultural revolution where higher education was used for the purpose of prestige and not for enhancing national development. There were also reforms in the management of the higher learning institutions that gave a new focus in terms of the offering opportunity to the students and the content of the courses offered. Following the reforms, the universities were provided with the opportunity of choosing their own curriculum and participation in the various projects. They were also grated an autonomy to hire their staff and manage the funds awarded to them by the government. The university admission criteria also changed, where only the academically able students were to be considered. In making a comparison between the cultural revolution reforms and the reforms after 1978, the reforms during the cultural revolutions were meant to perpetuate education only within the a few individuals in the society in enhancing the reigning of the a few over the majority, therefore, education was used as a strategy to rule. Education was denied to the peasants because offering them education was perceived as being ‘sharpening an iron for oneself’, therefore the reforms in the education system were meant to limit the access to education to a few individuals, that is, the persons who were politically connected. This is contrary to the policy reforms that were enhanced after 1978. After 1978, access to education was made easy, where higher education was meant for the students who were capable (Sakai, 67). That is, everything was done on merit, with less political influence through the enhanced university autonomy. The reforms were guided by the modern development goals that were set, which were supposed to enhance national development through the investing in education. National development was to be enabled through research and development that was to be based on the higher learning institutions. In enabling breakthroughs, the universities were then provided with an incentive of evaluating students before being admitted on ensuring that the education that was offered was to be effective in enhancing national development. The objective of the educational reforms during the cultural revolution was to maintain the societal status held by some families, that is, education was meant only for the nobles. After 1978, the objective of enhancing educational reforms changed from self interest to the realizing of national development through the building of human resources of the country. The results of educational reforms during the cultural revolution is the lagged technological development that was reflected in the retarded national development and also the existence of inequalities within the Chinese community following the nature of reforms that favoured some classes in society at the expense of the rest of the society. The country was also experiencing low labour productivity following the fact that the non-qualified personnels were given the opportunity to lead various institutions or perform some tasks that were entrusted to them. The results for the reforms after 1978 were positively rewarding in enhancing national development (Lu-chai, 93). The country was able to utilize the talents that were inherent in its population non-selectively through the admission to higher learning institutions based on merit. It increased equality in society as all the population later had equal access to education once one’s ability is evident. The country also realized improved labour productivity because the skills attained in higher learning institutions were likely to be applicable in practice following the nature of students admitted to the university. The impact of the dismantling the commune system in China and the return of family farming on the provision and demand for the basic education among the Chinese rural area Education in China was received as the means in which an individual can improve his or her welfare, and this is enhanced through the offering of services using the skills attained through education for compensation. Therefore, education was perceived as being an investment that was meant improve one’s welfare (Price, 311). The commune system in China can be perceived as a factor that contributed to persons in society not to work hard, because they were likely to get an equal share to the ones who did not work. Therefore, people, and more especially the ones who were living in the rural areas and who depended on farming did not see the need for seeking education as all their requirements were met communally. The dismantling of the commune system by the adaptation of the return to family farming affected the perception of persons in the Chinese society and more especially persons staying in the rural areas who heavily depended on farming. The implication of the dismantling is that each family was expected to struggle in satisfying its needs. Following the high population of the the Chinese people, the population never had a reasonable land to do farming on sustaining the population, therefore, the population turned to seeking education as a means of gaining skills that will enable then to earn a living. Therefore, the dismantling of the communism system to family farming can be perceived to have triggered the demand for basic education following the need to attain skills in enhancing an improved welfare. The family setups took the responsibility of ensuring that their children were educated in enhancing an improved welfare of both the family and for their children, thus is was perceived as being a gateway to success. The reasons as to why vocational training was popular during the reform period compared to the Maoist era. There were emphasis during the times of 1949-76 concerning the significance of vocational training in applying education to meet production requirements. The vocational education became popular after the 1978 reforms (Peake, 32). The logic behind vocational training popularity after the 1978 reforms is that during the times, that is, before 1978, the vocational training was perceived as being an inferior education to be offered to the peasant children, thus making it unpopular. During the reform period, vocational training became popular following the agenda for attaining modernization in China, therefore children were encouraged to join vocational training that was meant to equip the population with the skills that were supposed to delver the country into the desired modernization. The popularity of vocational training can also be attributed to the the dismantling of communism system in 1982 that lead to the family based farming. The dismantling of communism provided an incentive over which society members saw the need to acquire the skills that were expected to earn them a living hence an avenue over which vocational training attained popularity. The requirements for getting a university admission were based on merit during the times of the reforms, thus there was a large number of persons who were not likely to attain an entry into the university education. Therefore, as an alternative for attaining skills, the population opted for vocational training that had less requirements for training. The number of vocational training institutions were also many compared to the universities, therefore due to resource scarcity a large number of persons were likely to get vocational training than university education. Despite the large number of vocational training institutions, the institutions were also accessible even to the persons leaving in the rural areas, on the reason that the population is likely to utilize the reasons that are easily accessible than the ones that are far reaching. Work Cited Deng Peng. Private Education in Modern China. Greenwood Publishing Group. 1997. Hill, p. and Storey Colin. Facing Up to China: A Series of Essays from the Making of Modern. Brtistol Polytechnic Library. 1987. Lu-chai Chung. A History of Democratic Education in Modern China. University Publications of America. 1977. Jinxia Dong and Dong Jinxia. Women, Sports, and Society in Modern China: Holding Up More Than Half the Sky. F Cass. 2003. Peake Henderson. Nationalism and Education in Modern China. University of California. 2007. Peterson Glen. The Power of Words: literacy and Revolution in South China, 1949-95. UBC Press. 1998. Price, R. Education in Modern China. Routledge. 2004. Sakai Robert. Politics and Education in Modern China. Harvard University. 1953. Smith Douglas and Bucklew Neil. Middle Education in the Middle Kingdom: The Chinese Junior High School in Modern Taiwan. Praeger. 1997. Williams Michael and Humprys Graham. Citizenship Education and Lifelong Learning: Power and place. Nova Publishers. 2003.

The Traps of the If-Then-Else Statement in Delphi Code

In Delphi, the if statement is used to test for a condition and then execute sections of code based on whether that condition is True or False. A general if-then-else statement looks like this: if condition then true block else false block; Both the true block and the false block can either be a simple statement or a structured statement (surrounded with a begin-end pair). Example of a Nested If-Then-Else Statement Lets consider one example using nested if statements: j : 50; if j 0 then   Ã‚  if j 100 then Caption : Number is 100!else   Ã‚  Caption : Number is NEGATIVE!;v What will be the value of Cation? Answer: Number is NEGATIVE! Did not expect that? Note that the compiler does not take your formatting into account, you could have written the above as: j : 50; if j 0 thenif j 100 then Caption : Number is 100!else Caption : Number is NEGATIVE!;v or even as (all in one line): j : 50; if j 0 then if j 100 then Caption : Number is 100!else Caption : Number is NEGATIVE!;v The ; marks the end of a statement. The compiler will read the above statement as: j : 50; if j 0 then   Ã‚  if j 100 then   Ã‚  Ã‚  Ã‚  Caption : Number is 100!   Ã‚  else   Ã‚  Ã‚  Ã‚  Caption : Number is NEGATIVE!; or to be more precise: j : 50; if j 0 thenbegin   Ã‚  if j 100 then   Ã‚  Ã‚  Ã‚  Caption : Number is 100!   Ã‚  else   Ã‚  Ã‚  Ã‚  Caption : Number is NEGATIVE!; end; Our ELSE statement will be interpreted as a part of the inner IF statement. The inner statement is a closed statement and doesnt need a BEGIN..ELSE. How to Fix To make sure you know how your nested if statements are treated by the compiler, and to fix the above problem, you can write the initial version as: j : 50; if j 0 then   Ã‚  if j 100 then Caption : Number is 100! elseelse   Ã‚  Caption : Number is NEGATIVE!; Uh! The ugly else ends the nested if line!? Does compile, does work! The best solution is: always use begin-end pairs with nested if statements: j : 50; if j 0 thenbegin   Ã‚  if j 100 then Caption : Number is 100!;endelsebegin   Ã‚  Caption : Number is NEGATIVE!; end Too much begin-end pairs for you? Better safe than sorry. Anyway, Code Templates are designed to add commonly used skeleton structures to your source code and then fill in. Article submitted by Marcus Junglas