MENTORS AND TEACHERS ARE VITAL TO THE PREPARATION OF THE NEXT Essay

MENTORS AND TEACHERS ARE VITAL TO THE PREPARATION OF THE NEXT GENRATION OF PRACTITIONERS - Essay Example (Nakamura, 2009) In this regard, a mentor must create a level of trust with students whereby they feel free to ask questions, disagree with the point and do not feel de-motivated. Mentoring creates an environment of learning, which not only helps develop long-term relationship between the mentee and the mentor; however, also helps understand the subject at hand more effectively. Initially, it looks as if only mentee is the one, who gains from the â€Å"role model† in front of him, but in the long-run, mentoring and teaching in action, foster and continue mutual growth. It ensures constructive improvement in the learning process. (Wragg, 2004) In practice, when mentor demonstrates his skills to deal with patients, colleagues, and other people around him, mentee is encouraged to be like him. Therefore, mentors are intellectual professionals in their capacity and experience who guide, assist, and assess students’ performances. Mentoring is usually used as a tool to quickly achieve results whether it is used in a business to train a new staff or in a school to describe the class room management tactics to a new and inexperienced teacher. (Kerry, 199 5) Mentoring can be seen as a process whereby trained educators and learned professionals promote one-to-one learning. In all fields of practice, such as, healthcare education, business; mentoring and teaching through an interactive approach, empower learners to be competent and feel motivated because in this way, they acquire a chance to immediately evaluate their previous performance and improve in their future. (Ritchie, 2007) Mentors through good communication skills, environment of encouragement and trust amongst each other guarantee commitment to learn. For example, in a hospital when mentors guide novice nurses and medical staff regarding patient’s history and prescription, it shows that there is someone who cares about what

Compare and Contrast Two of the Baptist Confessions Essay

Compare and Contrast Two of the Baptist Confessions - Essay Example Baptist confessions are within the grand framework of history and salvation. Hence the baptismal rule is not the rationale ‘after the fact’, but baptism’s innate basis (Garrett 2009: 64). It implies that the church practices baptism not on its own scheme and power, but in deference to its God. Nevertheless, the baptismal rule not merely establishes baptism but provides it its essence. Hence baptism on the authority of the Lord is not merely a procedure, similar to others for carrying out baptism; it is instead a confession of the internal content and theological and historical foundation of baptism (Garrett 2009). Furthermore it is the pledge and epiclesis of deliverance, not as sheer rite, and definitely not as a sacrament working supernaturally (Brackney 2004); but in the authority of this commanding pledge, baptism acquires its authority to bring about salvation. The baptismal sacrament was an essential foundation for the creation, and growth, of confession of the faith. Baptism was, similarly, connected to the ‘catechumenate’ as initiation into the life of the church and faith (Garrett 2009: 664). The churches emerging from the evangelist movement have relived this association; it has become meaningful for the European independent churches in distinct ways. Because of the separation of the culture from Western churches, the revival of the ‘catechumenate’ (Garrett 2009: 664) has presently turned out to be significant for the being and continued existence of the early churches. This paper discusses the similarities and differences between two Baptist confessions, namely, the First London Baptist Confession of 1644-1646 and the Second London Baptist Confession of 1689. Comparing and Contrasting the First and Second London Baptist Confession In the analysis of the 1646 Westminster Confession and the 1689 Second London Confession, it can be discerned that there is an emphasis given to God’s law concisely inter preted in the Mosaic Law of Moses as a principle of life for the follower. In contrast, the emphasis of the 1644 First London Confession is on the rules of the New Covenant, or Christ’s commandments (n.a. 1981). Basically, even though these two confessions have crucial similarities with regard to the steadfast nature of the perpetual moral command of God, there is a different New Covenant focus regarding biblical rules in the two versions of the First London Confession (Long 2003), specifically, noticeably absent in the Old Covenant stress of the Second London Confessions. The aforementioned difference between the First and Second London Confession has significant theological repercussions in interpreting both the function of biblical commandments as the moral principle of God or commandment for the life of the follower within the New Covenant, and for interpreting the connection of God’s commandment to Christ’s gospel (Brackney 2004); hence, the current explana tion for the revision of the First London Confession. The issue suddenly comes out: the historical explanation for the adoption of the Second London Confession instead of the First by the Particular Baptist churches. If the First and Second London Confession are basically the same, then what is the purpose for the creation of the latter? The explanation rests in the events surrounding the collapse

Visual Analysis Essay Example | Topics and Well Written Essays - 750 words

Visual Analysis - Essay Example However, a tiger soon mauls him as they wander about the jungle, leaving the woman alone. The initial parts of the storyline depict a confused woman left alone too face all the horrors of the jungle. The directors employ visuals to take the audience through the stages of struggles for survival up to a point where the woman realizes the power within her to be the master of the jungle. As such, one can conduct a visual analysis of the music video using thesis statement that human beings are the masters of their environments as long as they are ready to overcome their challenges. A visual analysis of the music video confirms this assertion as shall be indicated below. To begin with, a visual analysis of the music video reveals a lot about the woman and her interaction with the jungle. The directors used color, shape and line to bring out her turmoil. As one may see (Roar 00:00:55), a visual analysis of the music video depicts the woman as scared, confused and as in torment. The form and shape of her face reveals a reaction to something scary. She is either screaming or completely disoriented about something. Use shape and form also reveals that spiders are attacking her. This gives her creeps and sends cold chills up her spine. One may also observe that the use of color and background light have also been employed to bring out the situation in this context as Patterson (48) observes in visual analysis. Use of fading dark colors in the background confirms that she is out by herself in the jungle at night. Such an understanding enables the audience to put themselves in her situation and possibly comprehend her reactions. It also serves as a precursor to the later development in other scenes. Color and light are very instrumental in sending a message about the sub-theme depicted, which is fear on this case. Such visuals are critical for various analyses as Block (79) indicates. However, she starts to be acquainted with the world around her as depicted in this caption . In this scene, one may observe that the woman is now starting to be acquainted with the jungle. At scene 00:02:27, a visual analysis of the music video now depicts the woman in a different way. The directors have contrasted this scene with the previous ones where the woman was in total shock and fear. The use of warm colors with cool green colors in the background now brings out the woman as quite comfortable in her environment. She has made clothing from leaves and other branches. Shape has been used to bring out a calm and confident face while color values and tone confirm that she is better than before. She comes out as an emerging champion as far as adapting to an environment is concerned. He apparent ease with herself and confidence as she swings on a presumably huge hanging root of a tree may be taken to imply her progress in mastering her environment. Another visual feature that the music video employs is space. Although the woman in the music video has mastered her environ ment quite well, the reality is that she is all alone with the animals in the jungle. She wishes to be home. When she stand on a branch and sends a shout-out to her animal friends, one may say that she is also trying to find out if some help could be forthcoming (Roar 00:02:40). A visual analysis reveals an empty space on her sides and in front of her. This is the space of separation after the air crash that has seen her as the only survivor in the thick jungle. Like in many visual depictions, the directors have

Analysis of the microeconomic theory of supply and demand Research Paper

Analysis of the microeconomic theory of supply and demand - Research Paper Example An individual quantity demanded is the amount of goods a consumer is willing and able to buy at a particular price while a market quantity demanded is the total amount of goods that all buyers in the market would be willing and able to purchase at a particular price (Robert and Marc). One will realize that demand focuses on the buyer’s choice but not actually the amount that the buyer will purchase and the use of price is stressed in defining the quantity demanded. Market demand is the sum of all the individual demands for a particular good or service. Since market demand is derived from individual demands, it is affected by all the factors that affect each buyer in the market. For that reason, market demand can be said to depend on an individual’s income, taste, expectations as well as prices of related goods. A demand schedule usually shows what happens to the quantity of goods demanded with the variation in their prices with all the other variables affecting the dema nd held constant. Individual demand curves are summed up horizontally to come up with the market demand curve. The law of demand states that the price of a good will rise as the quantity falls, with all factors held constant (ceteris paribus). This becomes so evident when something becomes expensive in the market since people will buy less of it. This observation applies to virtually everything that people buy in the market including magazines, nuts, foodstuff education and the rest. The price and quantity then exhibit a negative relationship in all these goods and services-when quantity rises, the price falls and when quantity fall, price rises. The law of demand was then derived by economists from this negative relationship between price and quantity which was a regular phenomenon in the market. This law only applies when all other factors influencing the buyer’s choice remain unchanged and only price of the good changes. Demand schedule is a table with a list of different quantities of a product demanded at different prices, all the other factors affecting demand decision held constant. For instance, demand schedule will show us that when the price of a bottle of maple syrup is $3.00, the quantity demanded will be 2000 bottles per month and as the price increases to $4.00 per bottle, the quantity demanded will be 1500 bottles per month and the rest are shown in the table below. One will clearly notice that the demand schedule obeys the law of demand: as the price per bottle increases, the quantity demanded will reduce. Demand schedule for Maple Syrup in a given market Price per bottlee) Quantity demanded (per month) $1.00 3,000 2.00 2,500 3.00 2,000 4.00 1,500 5.00 1,000 When these values are plotted in x and a y ax, a curve is formed which is referred to as the demand curve as shown below: Price ($) 5 4 3 1500 2000 Quantity demanded Demand curve therefore, is a curve that shows the relationship between the prices of a good and quantity demanded at s uch prices with all other factors affecting demand held constant. Each point in the demand curve shows the quantity that buyers will buy at a specific price. The demand curve is also observed to follow the law of demand and according to the law of demand, graphically, the demand curve slopes downward. There exist a variety of events in the market that affect the choice of a buyer. Some of these events will cause a movement along the demand curve

LV & UV GCSE French Oral Examination Essay Example for Free

LV UV GCSE French Oral Examination Essay There are four broad areas of questions for the general conversation section of the oral examination. These are listed below: 1. Lifestyle 2. Leisure 3. Home and environment 4. Work and education Amusez-vous bien et bon courage! Lifestyle Health 1. Qu’est-ce que tu aimes manger et boire? (State what you like to eat drink why, mention things you don’t like to eat drink why, what did you eat drink yesterday, what is your favourite food/drink why, is it healthy. ) 2. Qu’est-ce que tu fais pour rester en forme? (Mention things you do to stay fit – what you eat drink how regularly, what sport/exercise you do, what you could do more of.) 3. Qu’est-ce qui n’est pas trà ¨s bon pour la santà ©? (Mention things which are not so healthy – e.g. smoking, alcohol, drugs, no exercise, do you do any of these things, how often, how could you be healthier.) 4. Qui fait la cuisine chez toi? Tu aimes bien cuisiner ? Tu le fais souvent? (State who normally does the cooking in your house, is the food good/healthy, how often do you cook, what can you cook, what did you make the last time you cooked, how was it?) Relationships and Choices 1. Quel à ¢ge as-tu? Quelle est la date de ton anniversaire? (State age, when your birthday is, how you celebrated your last birthday, what presents you received, what you would like to do for your next birthday.) 2. Quel genre de personne es-tu? (Describe what you look like, what your personality is like, what you like and don’t like doing and why.) 3. Dis-moi quelque chose au sujet de ta famille. (Talk about your brothers, sisters, parents – physical appearance, personality, what you like and don’t like doing with them and why, how well you get on with them all and why, what you did last weekend with them.) 4. Est-ce que tu as des animaux domestiques? (Discuss what your pet is, its name, age, how well you get on with it, whether you would like another or a new pet, who looks after/feeds the pet. If you don’t have any pet, say why and whether you would like a pet and why) 5. Dà ©cris ta meilleure amie. (Describe your best friend – physical appearance, personality, why she is your best friend, how long you have known her, what you did with her last week, how it was, what you plan to do with her next week.) 6. Dà ©cris l’homme de tes rà ªves ! (Describe what your dream partner would be like – physical appearance, personality, why he would be your dream partner, what is important for you in a dream partner and why.) 7. Est-ce que tu voudrais te marier et avoir des enfants à   l’avenir? (State whether you would like to get married and have children in the future and why or why not. Why is marriage important to you, what type of mother and wife would you like to be.) 8. Tu touches combien d’argent de poche? (State how much pocket money you get, from whom and how often, is this enough – why or why not, what you normally spend your pocket money on, what you bought last week, how much you save, what you are saving for, whether you would prefer to have a part-time job or simply receive pocket money, and why.) 9. Tes parents sont-ils sà ©và ¨res? Pourquoi (pas)? (A continuation of discussing how you get on with your parents – state what you have to do at home, what you are allowed and not allowed to do, whether you think this is fair or not, how would you like to improve your relationship with your parents.) Leisure Free time and the Media 1. Qu’est-ce que tu aimes faire pendant ton temps libre? (Mention three things you like doing in your spare time – e.g. shopping, music, sport, cinema etc, state how often you do this and with whom, say why you like these activities, say what you like to do in good/bad weather, in summer/winter.) 2. Qu’est-ce que tu n’aimes pas faire pendant ton temps libre? (State three things you don’t like doing in your spare time and why, mention something you did last week which you did not enjoy and why.) 3. Est-ce que tu aimerais essayer un nouveau passe-temps ? Pourquoi ? (Mention a new hobby you would like to try out and why, mention also one you wouldn’t want to try out and why.) 4. Tu regardes souvent la tà ©là ©? Quelle est ton à ©mission prà ©fà ©rà ©e ? (State how often you watch TV – in the week and at the weekend, with whom you watch TV, what you saw on TV yesterday, what your favourite programme is, why, describe what type of programme it is and what usually happens, state what you don’t like on TV and why.) 5. Tu vas souvent au cinà ©ma? Parle-moi du dernier film que tu as vu. (State how often and with whom you go to the cinema, what are your favourite types of film and why, describe a film which you went to see recently, what happened, who the actors were, why you liked or disliked it, to whom you would recommend this film.) 6. Aimes-tu lire? Quel type de livres aimes-tu lire? Quel est ton livre prà ©fà ©rà ©? Pourquoi ? (State how often you like to read and which types of book, talk about your favourite book – title, author, what happens, why you like it, what you would like to read in the future and why.) 7. Qu’est-ce que tu as fait le weekend dernier pendant ton temps libre? (Talk about two activities you did last weekend – what, where, with whom, how much it cost, what the weather was like, whether you enjoyed it or not.) 8. Qu’est-ce que tu vas faire le weekend prochain? (Talk about a couple of things you will do next weekend – what, with whom, where, whether you’re looking forward to it why.) 9. Comment sont les magasins prà ¨s de chez toi? (Describe what the shopping options in your area are like, how far do you live from the shops, how you travel there, favourite types of shops and why, what you bought the last time you went shopping, is it better to travel to London for shopping, why.) 10. Tu touches combien d’argent de poche? (State how much pocket money you get, from whom and how often, is this enough – why or why not, what you normally spend your pocket money on, what you bought last week, how much you save, what you are saving for, whether you would prefer to have a part-time job or simply receive pocket money, and why.) 11. Est-ce que tu utilises beaucoup internet ? (Talk about how often you use the internet and what for, e.g. for homework, to write to friends and family, to listen to music and watch programmes) 12. Est-ce que tu as un tà ©là ©phone portable ? (Explain if you have a mobile phone and how often you use it. You could also talk about whether you pay for the bill or whether your parents do. Is it fair ?) 13. Est-ce que les nouvelles technologies peuvent à ªtre dangereuses ? (Talk about the possible dangers of the new techonologies, particularly the internet, but also of their benefits, e.g. the advantages of having a mobile phone) Holidays 1. Qu’est-ce que tu as fait pendant les dernià ¨res grandes vacances? (State where and with whom you went, how you travelled, where you stayed, what the accommodation was like, what you did during the day, what you ate and drank, whether you liked it, what the weather was like, mention one thing you didn’t like and why, what the people were like, whether you want to return next year.) 2. Que fais-tu normalement pendant les vacances de Noà «l? (State what you normally do in the Christmas holidays, where you go, or whether you stay at home, whom you visit, what you do, what you eat and drink, which presents you received last year, what the weather is normally like, what you would like to do in the next winter holidays.) 3. Oà ¹ iras-tu pendant les prochaines vacances? (State where you will go and why, with whom, where you will stay, what you will eat and drink, what the weather will be like, what you hope to do in the day and in the evening, how long you will stay, whether you are looking forward to it.) 4. Es-tu dà ©jà   allà ©e en France? (State whether you have been to France – e.g. Vallà ©e de la Loire, say if you liked it and why, say where you went, what you did, what the weather was like, what the food and drink were like, whether you would like to return, what the people were like, say what the main differences between France and England are for you.) 5. Que peuvent faire les touristes dans ta rà ©gion? (State whether your area is good for tourists or not, list three things tourists can do, what the transport is like, what the accommodation is like, what the weather is like in the summer, what one can do in the evening, whether there are any good restaurants in the area, which sights you’ve visited in the area, whether you would recommend the area to tourists.) 6. Est-ce que tu prà ©fà ¨res partir en vacances en famille ou avec des amis? Pourquoi ? (Explain why you prefer going on holiday with your parents or friends. Talk about the advantages and disadvantages of both options. Explain whether there are any drawbacks when going on holiday with friends. Talk about a previous experience.) Home and Environment Home and Local Area 1. Oà ¹ habites-tu? Oà ¹ se trouve cette ville/ce village? (State where you live and where it is situated, say what type of town/village it is, say why you like or dislike living there, say what is nearby, what is good for tourists, what the weather is like in summer and winter.) 2. Dà ©cris-moi ta maison. (Describe what type of house you live in and where in the town/village it is situated, how long you have lived there, list some of the rooms upstairs downstairs, say if you have a favourite room and why, describe the furniture in your bedroom and whether you like it, describe the garden and what you like to do there. Say where you used to live when you were younger and which one you prefer) 3. Oà ¹ aimerais-tu habiter plus tard? Pourquoi ? (State where you would most like to live and why, what there is to do there, what the weather is like, whether you prefer living in a town or in the country and why, what is there to do there at night, say why you would or wouldn’t want to live abroad.) 4. Tu vas souvent dans le centre de Londres? (Say how far you live from London, how often you go there, what there is to do there, how you travel there, what you did the last time you went to London, say one thing you dislike about London and why.) 5. Qu’est-ce que tu fais d’habitude pour Noà «l/Pà ¢ques à   la maison? (State what you normally do at Easter/Christmas at home, who visits, what you eat drink, what you did last Easter/Christmas, presents, what would you like to do at Easter/Christmas next year?) Environment 1. Quels sont les problà ¨mes d’environnement dans ta rà ©gion et dans le monde? (List some of the environmental problems in your area and state why the environment is important to you, mention some of the environmental improvements in your area and around the world.) 2. Que peut-on faire pour protà ©ger l’environnement? Que faites-vous dans ta famille pour protà ©ger l’environnement ? (Mention several ways in which one can help the environment, state what you personally and your family do to help the environment, mention one thing you did last week to help, suggest a way in which your area could be more environmentally-friendly. Explain what would happen if we didn’t do something soon.) Work and Education School and Future Plans 1. Parle-moi de ton à ©cole. (Describe your school in every aspect – name, location, number of pupils, staff, private girls’ school, times of the school day, activities at lunchtime, what the school food is like, sports’ facilities, what you like dislike about your school.) 2. Qu’est-ce que tu à ©tudies comme matià ¨res? (Mention some of the subjects you’re learning, say why you like dislike some, say if you have a favourite lesson why, are there other subjects you would like to learn?) 3. Parle-moi de ton uniforme scolaire. (State what your school uniform is, do you like it, would you prefer to have no school uniform, is uniform sometimes good?) 4. Qu’est-ce que tu as l’intention d’à ©tudier l’annà ©e prochaine pour le bac? (State which subjects you would like to learn next year and why, will you stay at this school or move somewhere else, state which subjects you would not like to learn next year why.) 5. Est-ce que tu trouves l’à ©cole stressante? (Talk about what makes life at school stressful. You could mention the amount of homework that you receive everyday, the number of tests that you have and how difficult the exams are. You could talk about how easy life used to be like in primary school) 6. Comment pourrait-on amà ©liorer ton à ©cole? (Make a couple of suggestions as to how your school could be improved – e.g. having boys, no school uniform, better food/facilities etc.) 7. Est-ce que tu veux faire des à ©tudes à   l’università ©? (State whether you would like to go to university, where, to study what, why, or why you don’t know yet.) Current and Future jobs 1. Est-ce que tu as un petit boulot? Est-ce que tu voudrais en avoir un? (State whether you have a part-time job, what you do, where you work, how much you earn, do you like it, why, what you spend you money on, or say whether you would like a part-time job, doing what, earning how much, how you go about looking for work) 2. Qu’est-ce que tu voudrais faire comme mà ©tier plus tard? Pourquoi? (State what you would like to do career-wise, type of job, how much money you would like to earn, would you like to live/work abroad, why this is a good choice for you, what is your dream job why.) 3. Quels sont les avantages et les inconvà ©nients des diffà ©rents metiers? (Talk about 2 or 3 different professions that you may find interesting and discuss their advantages and drawbacks)

Overview Of Mergers And Acquisitions

Overview Of Mergers And Acquisitions The literature has observed and increasing investigation about MA in the las two decades Appelbaum et al., 2007 in response to a lot of MA activities along side with the complex situation that appear from the interaction of two parties (Gaughan, 2002). Definition of MA, in a broad sense, may be implied to many different type of transactions from alliences, purchase, cooperation, joint ventures, management buy-out nad buy-in, change of legal form and even restructuring (Picot, 2002, p.15). However, , Nakamura (2005) argues that using broad definitions could cause confusion and incorrectly comprehend everything from strategic alliances to pure mergers. Therefore, a narrower sense of MA definition is adopted as below. Merger is the creation of new holding company by combining of two firms (European Central Bank, 2000, Gaughan, 2002, Jagersma, 2005). Acquisition is purchasing shares or assets from another company in order broaden the influence of the management(European Central Bank, 200 0, Chunlai Chen and Findlay, 2003), when mutual agreement might not be necessary. Types of MA According to Nakamura (2005, p.18) Mergers are referred to as two types of merger by absorption or merger by establishment (Chunlai Chen and Findlay, 2003, Nakamura, 2005). The absorbing merger happens when one company buys all the stocks of another and the absorbed company stops from existing whereas Establishment merger happens when both firms merge to create a new one while the combined firms are dissolved (Chunlai Chen and Findlay, 2003). Moreover, Nakamura (2005) considered the merger by absorption as as de facto acquisition. Thus the term consolidation could also be used to refer to merger by an establishment (Gaughan, 2002). In acquisition, the acquiring company may try to acquire certain shares or assets of the target company. As a result, here are two type of acquisitions: Firstly, the assets acquisition (Chunlai Chen and Findlay, 2003) which occurs when a firm buys all or part of the target firms assets while the target firm stays as a legal entity after the process. Secondly, the share acquisition when a firm buys a significant share of stocks in the target firm which provides them managerial influence in the target company. Moreover, depending on the amount of acquired share of stocks then the acquisition is again classified into three types: (1) majority (50-99%), (2) minority (less than 50%) and (3) complete take over (100% of targets issued shares) (Chunlai Chen and Findlay, 2003, Nakamura, 2005). In fact, acquisitions and mergers are distinct with different outcomes regarding tax liabilities, legal obligations and acquisition procedures (Marren, 1993). However, there is not attempt to separate the acquisition transaction from the merger when speaking about the final outcomes when companies combine together. MA can be named Vertical, Horizontal o r Conglomerate (Gaughan, 2002, Chunlai Chen and Findlay, 2003). In horizontal mergers and acquisitions, the acquiring firms and the target firms are competing companies in the same field. Chunlai Chen and Findlay (2003) argues, because of the international restructuring of many industries, horizontal MA observed a rapid growth in recent years in response to liberalization and technological change. These figures are seen in industries like automobile, petroleum and pharmaceutical. A good example of mergers and acquisition in this category is the US76 Billion Dollars Merger between two enormous pharmaceutical companies, Smithkline Beecham and Glaxo (MANDA, 2007). Smithkline Beechams former CEO Jan Leschly, said, the aim of this transaction was RD synergy in order grab opportunities to drive high revenues since new technologies are emerging rapidly in this particular industry (Carey, 2000 in Harvard Business Review, 2001). However, the combination of companies in buyer-seller or client -supplier relationships is the Vertical merger and acquisition. Transaction cost and uncertainty is being reduced when the two involved firms downstream and upstream linkage within the value chain and to create benefits in the economic scope (Chunlai Chen and Findlay, 2003). Lastly, firms may try to reduce risks and achieve economies of scope by practicing conglomerate MA where the involving firms have different types of businesses. A good example is when General Foods in 1985 was acquired by Philip Morris for value of US5.6 Billion Dollars (Gaughan, 2002). Furthermore, Mergers and acquisitions can be called hostile or friendly'(Chunlai Chen and Findlay, 2003). The transaction is friendly when the board of executive of the target firm agrees to it. On the contrary, the transaction is considered hostile when it is done against the wishes of the target company board. Last but not least, MA can be also classified as cross-border or domestic with regards to where the involved firms are based or operate their work. In Domestic MA the involved companies come from the same country and operate within that same economical region or country. Accordingly, the cross-border MA are two companies are situated in different economies, or the two companies are working in the same economy but they belong to different countries (Chunlai Chen and Findlay, 2003). Appelbaum, S.H., Lefrancois, F., Tonna, R., and Shapiro, B.T., 2007. Mergers 101 (part two): training managers for culture, stress, and change challenges. Industrial and Commercial Training, 39 (4), 191-200 Gaughan, P. A., 2002. Mergers, Acquisitions, and Corporate restructuring. 3rd ed. New York: Picot, G., 2002. Handbook of international mergers and acquisitions: Preparation, Implementation and Integration Nakamura, H.R., 2005. Motives, Partner Selection and Productivity Effects of MAs: The Pattern of Japanese Mergers and Acquisition. Thesis (Ph.D.), Institute of International Business, Stockholm School of Economics. European Central Bank, 2000. Mergers and Acquisitions involving the EU Banking industry Facts and Implications [online]. Available at www.ecb.int/pub/pdf/other/eubkmergersen.pdf [Accessed 1 October 2007] Gaughan, P. A., 2002. Mergers, Acquisitions, and Corporate restructuring. 3rd ed. New York Jagersma, P. K., 2005. Cross-border acquisitions of European multinationals. Journal of General Management. 30 (3), 13-34 Chunlai Chen, Z., and Findlay, C., 2003. A Review of Cross-border Mergers and Acquisitions in APEC. Asian-Pacific Economic Literature, 17 (2), 14-38. Marren, H., 1993. Mergers and Acquisitions: a valuation handbook, Business One Irwin, Homewood, Illinois Institute of Mergers, Acquisitions and Alliances Research, 2007. Top Mergers Acquisitions (MA) Deals [online]. Available at http://www.mandainstitute.org/en/statistics-top-ma-deals-transactions.htm [Accessed 10 October 2007]. Investopedia ULD, [no date]. Advisor [online]. Available at http://www.investopedia.com/terms/a/advisor.asp. [Accessed 15 October 2007] Harvard Business Review, 2001. Harvard Business Review on Merger and Acquisition. U.S.A: Harvard Business school Publishing Corporation Motives and objectives of MA: Understanding the objectives of an MA can be shown in two perspective. These objectives are to fulfill managerial influence or to maximize the shareholders wealth. In the perspective of maximizing the shareholders wealth, the main target behind the transaction between the two companies is to create a maximization of wealth for the shareholders. This happens when the net current value of the investment is in a positive trend. Thus, the other managerial perspective of the MA can happen in order to maintain growth, risk diversification, use of previous skills and abilities and to avoid being taken over (Sudarsanam, 1995). The literature on MA has a significant effort in analyzing the motive behind its transaction. ON the other hand Trautwein (1990) and later Cox (2006) they made a good summary with different theories that you can see in the table below. The suggested motive under different theories, Trautwein (1990) mentioned that MA creators refer to value creation and the synergy in order to justify the MA action. Trautwein (1990) also mentioned that is little evidence found about the implied motive in both research and practice by the raider theory process. He also taped into the disturbance theory but it has no consideration for this dissertation as it is on macro-economic level rather that micro-economic. However, Gaughan (2002) explains MA motives in a more practical way by referring many theories supported with multiple case studies. So Gaughan has four main motive for the MA: MA is a mean for the companies to grow rapidly. Economic gains and return are hoped to be achieved by the MA firms Creating a large firm with the MA to gain a better market access which can promise lower capital cost and other financial benefits. Creating gains by applying a more superior managerial influence on the target business. Thus, it can be concluded that all the authors had common sense that motives can vary between different MA deals and it is difficult to simply justify with a singe theory or approach. Sudarsanam, S. (1995). The essence of mergers and acquisitions. Hemel Hampstead: Prentice hall Cox, R. A. K., 2006. Merger and Acquisition: A Review of the Literature. Corporate Ownership Control, Spring, 3 (3), 55-59 Trautwein, F., 1990. Merger Motives and Prescriptions. Strategic Management Journal, 11 (4), 283-295 Gaughan, P. A., 2002. Mergers, Acquisitions, and Corporate restructuring. 3rd ed. New York C:UsersJohabDesktopimage.png Challenges and problems of MA: According to Smith (2003),after analyzing many cases he argues that many MA s fail to achieve their objectives. Every firm has a unique culture, but there can be similar things between two firms depending on the company management, vision, size and objectives. However, when two firms will merge under one management, the organizational culture becomes a serious problem that needs to be dealt with. Challenges arise in MA from leadership,communication and cultural differences and not only from legal or financial problems. However, tremendous studies suggest that the success factors of MA mainly depend on culture. Moreover, managers should have awareness about the difference in culture between organizations and avoid the problems by maintaining good communication with the employees, stakeholders and customers (Dell et al. 2001, Kelly et al. 1999, Kearney 1999, Booz-Allen Hamilton 2001 inPautler 2003). Thus, many mergers fail during the integration process. This normally results due to cultural differences, management, strategy, lack of clear vision and communication delays (Nguyen, Kleiner 2003). So the challenges can be in three different parts: 1-Individuals: Whatever is the change in a company like routine or drastic like a merger, is always about the people(Todnem, 2005). The human factor in mergers and acquisitions in recognized as a very important base for it success (Boaten, 2006). The reason is that these individuals are the breathing and living organisms who bring life and prosperity into the company. They create the firms unique culture which is in its industry, management and nationality etc. Thus, this is a reason why persuading these people is very important to achieve the organizational goals and the desired synergy by the MA. Accordingly, Individual face many challenges during the MA. Some of the staged based on Fishers work the personal transition curve can be identified as follows. A-Fear of the unknown and anxiety: When the the short-term plans for the future are not clear, that brings anxiety for the employees which creates the fear of the unknown. Therefore, they will try to resist the change. B-Stress and threat leading to the depression: The lack of communication makes the individual feel lost and makes it impossible for them to understand their standing. Feeling ill or doing it as an excuse for a long absence from the company. Fear of the change and the involved uncertainty makes the employees feel threatened from the future and their job security. This even makes the employee look for different jobs instead of focusing on their own. Eventually the production goes down rapidly and the synergies start to dissolve. c-Integration and Acceptance: When the employees start accepting the facts and change gradually, integration takes place incrementally. Thus, through the process there will be increasing in the employee turnover which also causes a decrease in the intellectual capital and can lead to MA failure. 2-Lack of effective leadership: Starting from top level management to lower level employees, they all become worried about their job security. This can cause a decrease in the employee commitment to their job and the company they work for and reduced satisfaction at work which leads to a weak performance. The managers also lose their trust and start hesitating to take decisions. Lack of trust leads to isolation from other teams and managers. This leads to breakdowns in communications and creating more anxiety for the employees who need a good confidence and leadership from the executives. Moreover, the doubt in the managerial abilities leads to more resistance to any change that happens during the MA. 3-Cultural clash: As mentioned above, the culture is a very important aspect in any MA.the cultural differences in managerial system and values cause many problems for the employee to adapt successfully which result a culture clash. The culture problem is a phenomenon that created the bases of all the resistance Nguyen and Kleiner(2003) from the commitment problems, increasing turnover of the staff, company structure and reduces productivity which ultimately leads to the failure of the MA. Pautler, P.A. (2003) The Effects of Mergers and Post-Merger Integration: A Review of Business Consulting Literature, Bureau of Economics Federal Trade Commission Nguyen, H., Kleiner, B.H. (2003), The Effective Management of Mergers, Leadership Organisation Development Journal, 24(8), pp. 447-454 Todnem, R. (2005), Organisational Change Management: A Critical Review, Journal of Change Management, 5(4), pp. 369-380 Londros, G., Boateng, A. (2006) The role of culture in the merger and acquisition process. Evidence from the European chemical industry, Management Decision, 44(10), pp.1405-1421 Banal-Estanol, A., Seldeslachts, J. (2011) Merger Failures, Journal of Economics and Management Strategy, 20(2), p.589-624

The Hardships Facing Vietnam War Soldiers in Tim OBrien’s Going after

The Hardships Facing Vietnam War Soldiers in Tim O'Brien’s Going after Cacciato and In the Lake of the Woods The Vietnam War was, mentally and physically, one of the most brutal the United States has ever participated in. Our soldiers had to undergo daily miseries and sufferings which wore on them in body and mind. Dysentery was a common cause of physical wasting. Other diseases combined with the continuous rain and mud caused flesh to rot and made daily life that much more insufferable. Long periods of boredom would be broken by unexpected guerilla attacks or booby traps. The enemy rarely materialized long enough to be actively fought or even identified. Equally uncertain as who they were fighting was the answer to the question of what purpose they were fighting and dying for. All of these hardships the soldiers faced caused an overwhelming sense of hopelessness and constant fear. To counter this sense of despair, the soldiers had many ways of coping with or avoiding the reality of the war. Tim O’Brien, with Going after Cacciato and In the Lake of the Woods, addresses th...