English Language - Business Writing ( memmo and informal reports ) Essay

English Language - Business Writing ( memmo and informal reports ) - Essay Example ch allow readers to validate where the information stems from as well as to provide readers with the ability to personally investigate information† (Bolt, 2007). In the workplace, weblogs can allow the company to gain a deeper understanding of what â€Å"clients actually want, need and will pay money for† (Innovation Creators, 2007). This article on ‘How to use Blogs in the Workplace’ states the opportunity for personal motivation and focused business communication amongst the uses for weblogs besides public relations and marketing. When used to facilitate focused business communication, weblogs can be effectively used â€Å"as a platform to help people withing your company communicate about what they are doing for work† (ibid). Not many CEO’s use blogging mainly for reasons of time and the fact that it is more likely to be under scrutiny by employees (Jeremiah, 2007). However, if used carefully, it is quite simply an easy and powerful means of communicating. In fact, weblogs are a mass communications channel for company information, public relations as well as internal communications. And, the medium of technology makes the whole process of blogging easier. Through the Internet it is easy to reach a huge global audience not limited to the company or immediate market. Debbie Weil author of The Corporate Blogging Book says that, â€Å"an effective blog enables you to have a two-way conversation with customers and employees†. Also, weblogs can make effective use of a combination of images, audio and video content too besides text. The sheer quantity of webblogs is very large but Internet search tools are powerful in finding the precise information required. Weblogs also help to build connected businesses. Hyperlinks make it possible to link with related information from other writers. I strongly urge to consider the option of blogging to supplement your existing communication methods to reach out to your audience more effectively. It is a popular trend and

Value Creation and Value Capture in Corporate Governance Essay Example for Free

Value Creation and Value Capture in Corporate Governance Essay Abstract We have followed the value-based approach to investigate a major corporate governance reform affecting publically listed firms in China. The regulations required that, in each firm, the owners of non-tradable shares (block shareholders) negotiate with the owners of tradable shares (minority shareholders) to determine the compensation paid to the latter for allowing non-tradable shares to trade on the stock market. If such an agreement is not obtained, the firm is forbidden to use equity refinancing in the future. The present study emphasizes the joint effect of value creation and value capture in determining the level of compensation, and finds that firms that expect to generate higher returns from future investments but face greater constraints in seeking non-equity-based financing tend to issue higher levels of compensation. This joint effect is further moderated by factors related to investment returns and corporate governance. The empirical evidence lends strong support to theoretical predictions. This study has important implications for corporate governance in emerging markets, and the application of the value-based approach to corporate governance research in general. Keywords: Value-Based Approach, Corporate Governance, Liquidity Reform, Bargaining, China *Contact: Nan Jia, Marshall School of Business, University of Southern California, Email: [emailprotected], Tel: 213-740-1045; Yongxiang Wang, Marshall School of Business, University of Southern California, Email: [emailprotected], Tel: 213-740-7650. Acknowledgements: We would like to thank Olivier Chatain, Gabriel Natividad, Victor Bennett, and Joanne Oxley for their helpful comments. 1. Introduction Value creation and value appropriation are central to the question of how economic actors cooperate in value-producing activities and then compete to divide the value created – a phenomenon that is fundamental to business strategy (MacDonald and Ryall, 2004; Gans, MacDonald, and Ryall, 2008; Chatain and Zemsky, 2011). To address this question, a rapidly growing body of research supports a value-based approach based on formal modeling (Brandenburger and Stuart, 1996, 2007; MacDonald and Ryall, 2004). The value-based approach has proven to be powerful tools for advancing our understanding of a wide range of topics in strategic management, such as market competition (MacDonald and Ryall, 2004; Gans et al., 2008), firms’ resource advantages (Lippman and Rumelt, 2003), buyer-supplier relationships (Chatain and Zemsky, 2007; Chatain, 2011; Jia, forthcoming), firms’ sustainable competitive advantages (Adner and Zemsky, 2006), social network positions (Ry all and Sorenson, 2007), and team organization (Bennett, 2012). What has escaped researchers’ attention so far is to employ the value-based approach to advance our understanding of corporate governance issues. As one of the most investigated field in strategic management, corporate governance research focuses on how various governance structures align the incentives of all types of stakeholders (Daily, Dalton, and Rajagopalan 2003; Walls, Berrone, and Phan, 2012). Although theoretically speaking, inherent to many corporate governance issues is the tension between value creation and value capture, as stakeholders design corporate governance arrangements essentially both to incentivize all parties to work hard to increase the overall firm value, and to assist their competition with other stakeholders regarding sharing the value created (e.g., Tirole, 2001, Jensen, 2001), most strategy research has given overwhelming attention to the latter effect of competing over value appropriation, often called â€Å"stakeholder opportunism† (v. We rder, 2011). In particular, the research of firm governance in emerging markets has predominantly placed opportunism and misappropriation of minority shareholders center-stage, and appropriately so, as rampant expropriation of minority shareholders generates inefficiencies and stalls economic growth (Morck, Stangeland, and Yeung, 2000; Morck, Wolfenzon, and Yeung, 2005). We believe, however, that stronger protection of minority shareholders also requires incorporating the value creation perspective, to more closely link corporate governance to obtaining cooperation of all shareholders in assisting firms’ business operation in the future, instead of treating the bargaining between stakeholders merely as a zero-sum game. The following example of a major corporate governance reform in China clearly shows how focusing on expropriation in a zero-sum game alone fails to reach the insights that can be achieved by the value-based approach. Prior to 2005, all firms listed in China’s stock ma rket had two types of shareholders: owners of tradable shares and owners of non-tradable shares. Both types of shareholders enjoy the same voting rights and the same cash flow rights. The only difference between these shareholders is embodied in their names: tradable shares can be traded freely on the stock market, while non-tradable shares cannot be traded on the stock market. Tradable shares are typically held by minority shareholders including individuals and institutional investors, and non-tradable shares are typically held by block shareholders, such as other business firms and the state. The 2005 reform was orchestrated by the CSRC (China Securities Regulatory Commission, China’s SEC-equivalent) to make all non-tradable shares tradable. In it, the CSRC stipulates that, for every firm, the non-tradable shareholders negotiate with the tradable shareholders to determine the compensation received by the latter (from the former1) in exchange for enabling non-tradable shares to trade on the stock market. The failure to reach such an agreement prohibits the firm from refinancing in the stock market. Absent the value creation perspective, viewing this ownership reform as the shareholders competing only to appropriate a larger share of a fixed â€Å"pie† makes it very difficult to explain why powerful, large shareholders are willing to compensate minority shareholders. 2 Moreover, students of corporate governance in emerging markets are well versed with how block shareholders expropriate minority shareholders, and thus may expect limited compensation paid to the latter. However, such explanations are incomplete. Through the lens of the value-based approach, we argue that the reform enables competition to create as well as to appropriate value. Reaching an agreement to reform the ownership structure increases a firm’s value in the future, as it provides the firm with access to equity refinancing to fund future investments. Therefore, non-tradable shareholders’ compensation for the minority shareholders in the reform should depend on their share of the firms’ expected returns from using equity refinancing to fund business operations in the future. We show that, the compensation for tradable shareholders (minority shareholders) include some of the value that non-tradable shareholders (block shareholders) expect to gain from the firm’s future investment, because the compensation reflects how much minority shareholders could hold up the block shareholders from creating more value through future investments. Using a formal model and then corroborating it with empirical evidence, we show that non-tradable shareholders are more willing to compensate tradable shareholders to reform the ownership when the firm is more effective in investments but face greater constraints with regard to alternative financing.

Cultural Diversity Essay -- School Education Diverse Essays

Cultural Diversity Children should be exposed to all segments of society. Youngsters learning with children of different races, nationalities, and religions tend to be more tolerant and accepting of individual differences. They learn customs, beliefs and rituals of classmates that maybe quite different from what they have been taught. Youngsters learning in an environment of diversity are well prepared to deal more effectively in society after they complete their education. A mutual respect and understanding of other cultures removes barriers and stereotypes. Individual differences need to be threatening. In fact, knowledge of other cultures helps a person realize and appreciate the similarities more than the differences. It is most important that the teacher is trained to teach about and respect individual differences. A diverse group of youngsters can add a great deal to the classroom environment. Interaction between children, handled effectively, can promote a climate of curiosity, mutual respect an d acceptance. Nina Rees addressed the topic of teaching styles at both public and private school systems. She suggested students achieve greater results in an environment in which competition and different religious and cultural backgrounds exist. (Rees 93). Although students may have a different religion, culture, race and socio-economic level, they all deserve an equally outstanding education. There is a national attempt to give parents the option of a public or a private education for their youngsters. "There is also such a thing as a Voucher System. In "PUBLIC SCHOOLS, PRIVATE SCHOOLS, SPECIAL NEEDS, AND VOUCHER SYSTEMS- A GENERAL REVIEW OF BASIC PRINCIPLES," the author writes, "the idea of the voucher system is that parents ... ...iling grades coming from the students, they are remaining open and continue to be rewarded with extra funding. Viadero,D. Increased choice found to have modest impact on school improvement. Edweek. Retrieved October 7,2002 from Edweek.com Greene,J.P. (2001). The surprising consensus on school choice. Public interest,144,pp.19. Retrieved November 22,2002 from britannica.com Rees,N.S. School choice: a report card. World & I, 15 (9),pp.28. Retrieved November 23,2002 from britannica.com Private vs. public schools. www.internetcampus.com Public schools,private schools,special needs,and voucher systems. www.angelfire.com School choice programs: what?s happening in the states? www.heritage.org/schools/ Schoolreformers. www.schoolreformers.com Test scores: public vs. private schools. http://osx.soc.uh.edu/~bmoeller/kpftnews/092002story6.html Cultural Diversity Essay -- School Education Diverse Essays Cultural Diversity Children should be exposed to all segments of society. Youngsters learning with children of different races, nationalities, and religions tend to be more tolerant and accepting of individual differences. They learn customs, beliefs and rituals of classmates that maybe quite different from what they have been taught. Youngsters learning in an environment of diversity are well prepared to deal more effectively in society after they complete their education. A mutual respect and understanding of other cultures removes barriers and stereotypes. Individual differences need to be threatening. In fact, knowledge of other cultures helps a person realize and appreciate the similarities more than the differences. It is most important that the teacher is trained to teach about and respect individual differences. A diverse group of youngsters can add a great deal to the classroom environment. Interaction between children, handled effectively, can promote a climate of curiosity, mutual respect an d acceptance. Nina Rees addressed the topic of teaching styles at both public and private school systems. She suggested students achieve greater results in an environment in which competition and different religious and cultural backgrounds exist. (Rees 93). Although students may have a different religion, culture, race and socio-economic level, they all deserve an equally outstanding education. There is a national attempt to give parents the option of a public or a private education for their youngsters. "There is also such a thing as a Voucher System. In "PUBLIC SCHOOLS, PRIVATE SCHOOLS, SPECIAL NEEDS, AND VOUCHER SYSTEMS- A GENERAL REVIEW OF BASIC PRINCIPLES," the author writes, "the idea of the voucher system is that parents ... ...iling grades coming from the students, they are remaining open and continue to be rewarded with extra funding. Viadero,D. Increased choice found to have modest impact on school improvement. Edweek. Retrieved October 7,2002 from Edweek.com Greene,J.P. (2001). The surprising consensus on school choice. Public interest,144,pp.19. Retrieved November 22,2002 from britannica.com Rees,N.S. School choice: a report card. World & I, 15 (9),pp.28. Retrieved November 23,2002 from britannica.com Private vs. public schools. www.internetcampus.com Public schools,private schools,special needs,and voucher systems. www.angelfire.com School choice programs: what?s happening in the states? www.heritage.org/schools/ Schoolreformers. www.schoolreformers.com Test scores: public vs. private schools. http://osx.soc.uh.edu/~bmoeller/kpftnews/092002story6.html

Alphabet of Lines

Alphabet of Lines The â€Å"Alphabet of Lines† refers to the different styles of lines used in drafting to show different features about an object that is drawn. There are eleven main line types – visible, hidden, center, dimension, extension, leader, section, cutting-plane, phantom, viewing plane and break. Each line has a definite form and line weight. The standard thick line weight varies from . 030 to . 038 of an inch whereas the standard thin line weight varies from . 015 to . 022 of an inch. Visible lines are dark and heavy lines. They show the outline and shape of an object. They define features that can be seen in a particular view. Hidden lines are light, narrow, short, dashed lines. They show the outline of a feature that cannot be seen in a particular view. They are used to help clarify a feature but can be omitted if they clutter a drawing. Section lines are thin lines usually drawn at a 45 degree angle. They indicate the material that has been cut through in a sectional view. Center lines are thin lines consisting of long and short dashes. They show the center of holes, slots, paths of rotation and symmetrical objects. Dimension lines are dark, heavy lines. They show the length, width, and height of the features of an object. They are terminated with arrowheads at the end. Extension lines are used to show the starting and stopping points of a dimension. There should be at least a 1/16 space between the object and the extension line. Leader lines are thin lines used to show the dimension of a feature or a note that is too large to be placed beside the feature itself. Cutting plane lines are thick broken lines that terminate with short 90 degree arrowheads. They show where a part is mentally cut in half to better see the interior detail. Break lines are used to break out sections for clarity or for shortening a part. There are three types of break lines with different line weights. These are short breaks, long breaks and cylindrical breaks. Short break lines are thick wavy lines used to break the edge or surface of a part for clarity of a hidden surface. Long break lines are long, thin lines used to show that the middle section of an object has been removed so it can be drawn on a smaller piece of paper. Cylindrical break lines are thin lines used to show round parts that are broken in half to better clarify the print or to reduce the length of the object. Phantom lines are thin lines made up of long dashes alternating with pairs of short dashes. Their purpose is to show the alternate position of moving parts, relationship of parts that fit together and repeated detail. They can show where a part is moving to and from. They eliminate the confusion of thinking there may be two parts instead of just one. They also show how two or more parts go together without having to draw and dimension all. They show repeated details of an object and hence, provide efficiency and less chance of drafter error. Reference: An Alphabet of Lines. (2003). Retrieved July 21, 2011, from http://www. wisc-online. com/objects/ ViewObject. aspx? ID=mtl17903 Line Weights Line weights, or the varying line thicknesses used in engineering drawing, are essential in creating a drawing that communicates effectively. Line weights are a vital part of conventional technical graphics language. They are embodied to the extent of being defined in national and international standards. Line types and line weights allow drawings to communicate information that would otherwise be very difficult to convey. For example: hidden outlines, paths of motion, planes of symmetry, fictitious outlines such as major and minor diameters of screw threads, dimensions and projections, materials (hatching), and centers and imaginary intersections. Conventional practice is that only two different line weights be used on any one drawing. This is subject to discretion and some disciplines regularly use three, and occasionally four, different line weights. Consistency and clarity of communication are the deciding factors. Continuous thick lines range from 0. 35-0. 50 mm and are used for visible outlines, existing features, cut edges and general line work. Continuous medium lines are 0. 25-0. 35 mm and used when another level of line weight would assist the delineation e. g. internal line work, notes. Continuous thin lines vary from 0. 18 to 0. 25 mm. They are applied in fictitious outlines, imaginary intersections and projections, hatching, dimensions and break lines. Dashed thick lines are 0. 35-0. 50 mm while dashed thin lines are 0. 18-0. 25 mm. They are used in hidden outlines and edges. Chain thick lines are0. 35-0. 50 mm and they indicate special surface requirements or sometimes with a text component to indicate pipelines and services. Chain thin lines, 0. 18-0. 25 mm, are for center lines, motion paths and indication of repeated detail. Engineering drawings made on A4, A3 and A2-sized pages are at the smallest end of the range of document sizes that would reasonably be used. The appropriate pen group is from the fine end of the scale – 0. 18, 0. 25 and 0. 35mm pen widths. Reference: Line Weight. (n. d). Retrieved July 21, 2011, from http://www. cadinfo. net/intellicad/ line-weight Orthographic Drawing Orthographic projection (or orthogonal projection) is a means of representing a three-dimensional object in two dimensions. It is a form of parallel projection, where all the projection lines are orthogonal to the projection plane. It is further divided into multiview orthographic projections and axonometric projections. A lens providing an orthographic projection is known as an (object-space) telecentric lens. The term orthographic is also sometimes reserved specifically for depictions of objects where the axis or plane of the object is also parallel with the projection plane, as in multiview orthographic projections. With multiview orthographic projections, up to six pictures of an object are produced, with each projection plane parallel to one of the coordinate xes of the object. The views are positioned relative to each other according to either of two schemes: first-angle or third-angle projection. In each, the appearances of views may be thought of as being projected onto planes that form a 6-sided box around the object. Both first-angle and third-angle projections result in the same 6 views; the di fference between them is the arrangement of these views around the box. First-angle projection is as if the object were sitting on the paper and, from the â€Å"face† (front) view, it is rolled to the right to show the left side or rolled up to show its bottom. It is standard throughout Europe (excluding the UK) and Asia. First-angle projection used to be common in the UK, and may still be seen on historical design drawings, but has now fallen into disuse in favor of third-angle projection. Third-angle is as if the object were a box to be unfolded. If we unfold the box so that the front view is in the center of the two arms, then the top view is above it, the bottom view is below it, the left view is to the left, and the right view is to the right. It is standard in the United Kingdom, USA, Canada, and Australia. A great deal of confusion has ensued in drafting rooms and engineering departments when drawings are transferred from one convention to another. On engineering drawings, the projection angle is denoted by an international symbol consisting of a truncated cone labeled FR for first-angle and US for third-angle. Axonometric projection is a type of parallel projection, more specifically a type of orthographic projection, used to create a pictorial drawing of an object, where the object is rotated along one or more of its axes relative to the plane of projection. There are three main types of axonometric projection: isometric, dimetric, and trimetric projection. â€Å"Axonometric† means to measure along axes. Axonometric projection shows an image of an object as viewed from a skew direction in order to reveal more than one side in the same picture. Whereas the term orthographic is sometimes reserved specifically for depictions of objects where the axis or plane of the object is parallel with the projection plane, in axonometric projection the plane or axis of the object is always drawn not parallel to the projection plane. With axonometric projections the scale of distant features is the same as for near features, such pictures will look distorted, as it is not how our eyes or photography work. This distortion is especially evident if the object to view is mostly composed of rectangular features. Despite this limitation, axonometric projection can be useful for purposes of illustration. Reference: Orthographic projection (n. d. ). In Wikipedia. Retrieved July 21, 2011, from http://en. wikipedia. org/ wiki/Orthographic_projection

Cultural Considerations in Health Care

Introduction One of the greatest things about nursing is that we have the opportunity to share with different cultures and learn about them. Our patients are complex; they each have their religion, culture, and life choices. Delivering health advice and not knowing much about a patient’s cultural background will influence how the patient may perceive the nurses’ advice.The article that I did my research on was published in 2011, by Perez-Avila, Sobralske and Katz; the name of the article is â€Å"No Comprendo: Practice Considerations When Caring for Latinos With Limited English Proficiency in the United States Health Care System†. In the United States, Hispanics form the largest minority. Most of this community has limited English proficiency; the purpose of this article is to teach us how Hispanics feel when catered to by English only speaking healthcare staff.Summary of the Article The article in my opinion was well written, it provides detailed information in reference to limited English proficient citizens in the United States. An example of how detailed the study is â€Å"One study revealed that only 37% of patients with LEP know it is their legal right to have health services offered in their language by a bilingual provider or through the use of professional interpretation services† (Katz & Pares-Avila, 2011, pg. 160).The author could have done a better job by providing more cultural information in reference to Hispanics; their believes and medical practices. Hispanic families believe that the father of the family is the boss; however the spouse takes care of the children. I must add that this is changing as women are becoming more functional in the work force and as professionals. The article focuses on how due to the lack of communication and cultural competence, a certain percentage of Hispanics do not benefit from the best possible care.In fact, the article states that Hispanics have more unnecessary tests done to them due to the lack of communication with health care providers. Many health care professionals decide to document that the patient’s medical history is not available, rather than finding an interpreter to assist them. The article does a nice job describing how this lack of cultural knowledge impacts the Hispanic culture. I chose this article because I find it interesting and of great help to any nursing and health care professional; I am Hispanic myself and constantly looking for better ways to help my community.I personally see my grandmother struggling whenever she needs to see her physician, as she sometimes does not understand what him and his staff are telling her. On another note nursing is an ever changing career and the Hispanic culture is growing at an enormous rate, becoming culturally competent does not only provide the patient with good care but can make the nurses’ job easier and more rewarding. I do feel that there should be more research on this subject; the b est way to learn about a patient’s cultural beliefs is to ask the patient.I think that the population that the author intended to target is health care professionals; however, I know that any immigrant can benefit from reading this article. Conclusion Culture competence is a quality that any nurse should have. The article that I decided to research refers to the impact that language and different cultures have on a patient’s health. It is the duty of health care professionals to attempt to learn about different cultures and to be sensitive to the way patient’s feel about their beliefs.Once the nurse understands a patient’s beliefs, the plan of care can be adjusted to meet the patient’s individual needs. Reference Pares-Avila, J. A. , Sobralske, M. C. , & Katz, J. R. (2011). No Comprendo: Practice Considerations When Caring for Latinos With Limited English Proficiency in the United States Health Care System. Hispanic Health Care International, 9(4), 159-167. doi:http://dx. doi. org/10. 1891/1540-4153. 9. 4. 159

Napoleon and the Italian Campaign of 1796â€1797

Napoleon and the Italian Campaign of 1796–1797 The campaign fought by French General Napoleon Bonaparte in Italy in 1796–7 helped end the French Revolutionary Wars in favor of France. But they were arguably more significant for what they did for Napoleon: from one French commander among many, his string of successes established him as one of France’s, and Europe’s, brightest military talents, and revealed a man able to exploit victory for his own political goals. Napoleon showed himself to be not just a great leader on the battlefield but a canny exploiter of propaganda, willing to make his own peace deals for his own benefit. Napoleon Arrives Napoleon was given command of the Army of Italy in March 1796, two days after marrying Josephine. On route to his new base- Nice- he changed the spelling of his name. The Army of Italy was not intended to be the main focus of France in the coming campaign- that was to be Germany- and the Directory  may have been just shunting Napoleon off somewhere he couldn’t cause trouble. While the army was ill-organized and with sinking morale, the idea that the young Napoleon had to win over a force of veterans is exaggerated, with the possible exception of the officers: Napoleon had claimed victory at Toulon and was known to the army. They wanted victory and to many, it seemed like Napoleon was their best chance of getting it, so he was welcomed. However, the army of 40,000 was definitely poorly equipped, hungry, disillusioned, and falling apart, but it was also composed of experienced soldiers who just needed the right leadership and supplies. Napoleon would later highlight how much of a difference he made to the army, how he transformed it, and while he overstated to make his role look better (as ever), he certainly provided what was needed. Promising troops that they would be paid in captured gold was among his cunning tactics to reinvigorate the army, and he soon worked hard to bring in supplies, crack down on deserters, show himself to the men, and impress on all his determination. Conquest Napoleon initially faced two armies, one Austrian and one from Piedmont. If they had united, they would have outnumbered Napoleon, but they were hostile to each other and didn’t. Piedmont was unhappy at being involved and Napoleon resolved to defeat it first. He attacked quickly, turning from one enemy to another, and managed to force Piedmont to leave the war entirely by forcing them on a large retreat, breaking their will to continue, and signing the Treaty of Cherasco. The Austrians retreated, and less than a month after arriving in Italy, Napoleon had Lombardy. At the start of May, Napoleon crossed the Po to chase an Austrian army, defeated their rear-guard at the battle of Lodi, where the French stormed a well-defended bridge head on. It did wonders for Napoleon’s reputation despite it being a skirmish that could have been avoided if Napoleon had waited a few days for the Austrian retreat to continue. Napoleon next took Milan, where he established a republican gove rnment. The effect on the army’s morale was great, but on Napoleon, it was arguably greater: he began to believe he could do remarkable things. Lodi is arguably the starting point of Napoleon’s rise. Napoleon now besieged Mantua but the German part of the French plan had not even begun and Napoleon had to halt. He spent the time intimidating cash and submissions from the rest of Italy. Around $60 million francs in cash, bullion, and jewels had so far been gathered. Art was equally in demand by the conquerors, while rebellions had to be stamped out. Then a new Austrian army under Wurmser marched forth to tackle Napoleon, but he was again able to take advantage of a divided force- Wurmser sent 18,000 men under one subordinate and took 24,000 himself- to win multiple battles. Wurmser attacked again in September, but Napoleon flanked and ravaged him before Wurmser finally managed to merge some of his force with the defenders of Mantua. Another Austrian rescue force split up, and after Napoleon narrowly won at Arcola, he was able to defeat this in two chunks as well. Arcola saw Napoleon take a standard and lead an advance, doing wonders again for his reputation for personal bravery, i f not personal safety. As the Austrians made a new attempt to save Mantua in early 1797, they failed to bring their maximum resources to bear, and Napoleon won the battle of Rivoli in mid-January, halving the Austrians and forcing them into Tyrol. In February 1797, with their army broken by disease, Wurmser and Mantua surrendered. Napoleon had conquered northern Italy. The pope was now induced to buy Napoleon off. Having received reinforcements (he had 40,000 men), he now decided to defeat Austria by invading it but was faced by Archduke Charles. However, Napoleon managed to force him right back- Charles’ morale was low- and after getting to within sixty miles of the enemy capital Vienna, he decided to offer terms. The Austrians had been subjected to a terrible shock, and Napoleon knew he was far from his base, facing Italian rebellion with tired men. As negotiations went on, Napoleon decided he wasn’t finished, and he captured the Republic of Genoa, which transformed into the Ligurian Republic, as well as took parts of Venice. A preliminary treaty- Leoben- was drawn up, annoying the French government as it didn’t clarify the position in the Rhine. The Treaty of Campo Formio, 1797 Although the war was, in theory, between France and Austria, Napoleon negotiated the Treaty of Campo Formio with Austria himself, without listening to his political masters. A coup by three of the directors which remodeled the French executive ended Austrian hopes of splitting France’s executive from its leading General, and they agreed on terms. France kept the Austrian Netherlands (Belgium), conquered states in Italy were transformed into the Cisalpine Republic ruled by France, Venetian Dalmatia was taken by France, the Holy Roman Empire was to be rearranged by France, and Austria had to agree to support France in order to hold Venice. The Cisalpine Republic may have taken the French constitution, but Napoleon dominated it. In 1798, French forces took Rome and Switzerland, turning them into new, revolutionary styled states. Consequences Napoleon’s string of victories thrilled France (and many later commentators), establishing him as the country’s pre-eminent general, a man who had finally ended the war in Europe; an act seemingly impossible for anyone else. It also established Napoleon as a key political figure and redrew the map of Italy. The vast sums of loot sent back to France helped maintain a government increasingly losing fiscal and political control.

Creating an Environment Conducive to Learning Essay Example

Creating an Environment Conducive to Learning Essay Example Creating an Environment Conducive to Learning Paper Creating an Environment Conducive to Learning Paper Learning can occur in many settings, not just in the classroom. Accordingly, the term classroom in this book is used figuratively and includes a wide range of learning environments. Creating a positive learning environment is the cornerstone of effective teaching. In order for our students to succeed, they must first believe they can succeed. Students must have confidence in their abilities and they must feel that the teacher shares that confidence. A positive learning environment nurtures these feelings by allowing students to explore and expand their knowledge without undue risk or fear. A positive environment is fostered when learning outcomes and expectations are clearly communicated to the detent. Students have a wide range of learning needs and styles, and this diversity must be taken into account in employing a variety of teaching strategies. The size of the classroom, the arrangement of the furniture, the functioning of equipment and other physical aspects of the class all contribute to, or detract from, the learning environment. When these factors can be manipulated to be positive influences, an environment more conducive to learning will be created. Creating a positive learning environment is the cornerstone of effective teaching. As teachers we are accountable to our students, as well as to their future employers. We assist students to achieve course and program learning outcomes. The success of our efforts depends on our ability to create and maintain favorable instructional, physical and psychological learning environments. A positive learning environment is one in which all students have an equal opportunity to succeed. As conscientious teachers, we need to become aware of our own assumptions and guard against acting out our own biases. We must avoid creating or tolerating a climate in the classroom which in any way results in the unfair treatment of an individual because of his or her identity. Ecclesial order for learning to come accessible to a student, it needs to be presented in an atmosphere free from fear or humiliation. Students need clear expectations Of learning outcomes so they can measure these against the skills they already have in order to establish their learning goals. Students also require access to the physical resources necessary to achieve their learning goals. Qualitative academic standards can only be maintained within a learning atmosphere which honors the diversity and integrity of each individual, builds self- esteem, provides productive and purposeful learning activities, and prepares dents for responsible citizenship. Whatever level of motivation your students bring to the classroom will be transformed for better or worse, by what happens in that classroom. Department of Education and Early Childhood Development I From the day children are born, they enter a new and colorful world of discovery, where everything is new and unfamiliar. To get to know themselves, others and their worlds, they need to feel safe and confident. Creating rich, stimulating, engaging environments for them to explore will ensure that they are active participants in their own learning. The Early Learning and Child Care Curriculum is based on the vision all children can grow to their fullest potential with dignity, a sense of self worth, and a zest for living and learning. To reach this point requires a holistic approach to early learning and care, where all of the curriculum elements function in harmony with each another. The curriculum promotes healthy development by emphasizing responsive relationships, stimulating environments and learning through play. Based on up-to-date research on how to maximize childrens learning, the curriculum appeals to the uniqueness of each and every child. This factor contributes to the innovative nature of the curriculum, and allows its contents to be practiced across a variety of cultural, linguistic and social backgrounds. By implementing its teachings at the earliest age possible, children are prepared for a smoother transition into primary school, and given a foundation of learning that will support them throughout their lives-Caring and supportive relationships are fundamental when creating an environment that encourages healthy learning experiences for children. Positive relationships foster feelings of safety and trust that all children need n order to explore and experiment with confidence.