Nokia Case Study essays

Nokia Case Study essays How does a 139-year-old Finnish company whose major product lines once included diapers and rubber boots become a leading-edge technology company? When questioned by MIT economist Bengt Holmstrom, Company CEO Jorma Ollila of Nokia insists that there is no secret code to the success of the company based in an inhospitably cold home market of just 5 million people. The key to success for Nokia is establishing the right balance between innovation and execution. According to Ollila, in a technology business, you need a tremendous amount of innovation, but with these volumes and growth you need to execute or it will kill you...I think we have done that better than anybody else.i Nokia Corporation is a world leader in global communications headquartered in Espoo, Finland, just outside of Helsinki. Nokias global presence is established by its 16 manufacturing facilities and 11 research and development centers in 11 different countries around the world. Their 51,000 employees contributed to the sales of 179 million units in 2003, which translated to over $36 billion in net sales and an operating profit of $6.3 billion (appendix i). Nokias $99.1 billion market capitalization makes it the largest company in the telecom equipment makers industry. In 1998, Nokia surpassed Motorola to become the worlds leading maker of mobile phones and has a 34% market share in 2003 (appendix ii). The company has been listed on various exchanges, such as the London Stock Exchange, but it was not until 1994, that Nokia finally listed on the New York Stock Exchange under the NOK ticker symbol where the majority of their cash was generated to buy-out the antsy Finnish shareholders during their troubled early years. Between 1997 and 2000, the stock had increased 2,300% to the delight of their shareholders and proved that Nokia was able to adopt shareholder-value-based thinking. In 2004, Nokia reorganized its organizati...

The Underworld Adventure of Aeneas in The Aeneid

The Underworld Adventure of Aeneas in The Aeneid Virgil imbues his Hades, as well as his Elysium, with a substantiated and understandable raison detre , and in the process corrects the notions of his predecessor [Homer in the Odyssey]. For Virgil, the Underworld must be categorized and organized as well as justified: thus the grouping of the souls of his Hades by reason or nature of punishment.Interaction and Reaction in Virgil and Homer Underworld Issues Here are some of the unanswered questions about the mythology of the Underworld that are left at the end of the nekuia (Underworld scene) of Book XI of the Odyssey, by Homer: Why was Elpenor upset that he hadnt been buried?Why was it said that Tiresias, of all mortals, was permitted to keep a clear head about mortal matters?Why were the shades of the eternally tortured, Sisyphus, Tityos, and Tantalus, near each other? The view of the Underworld presented in the nekuia is alien from modern views of death. Its hard to understand what went on when one adheres strictly to Judaeo-Christian visions of Hell. On this page and the next are some insights into the Homeric Underworld, based on references to Vergil. The Aeneid, by Vergil (or Virgil), was written many centuries after Homers Odyssey. Despite a few centuries, Vergil is chronologically closer to Homer than we are. Vergil is a good model also because he deliberately patterned his work on Homer and elaborated on it, and he lived in a milieu where Homers writing was still very much a part of the common culture since Homer was at the heart of the routine education of children. Therefore, Vergil tells us something about the Greco-Roman (pagan) Underworld that we should know to understand Homers nekuia. The striking similarities and close contrasts between the Underworlds of the two poets make it painfully obvious that Virgil was strongly affected by the ideas instilled in Homers text. How exactly he reacted to this burden, however, and how he attempted to justify his own work and separate it from that of Homer: these are the difficult yet ever-important questions. In re-creating Homers Hades, and in the process facing up to his predecessor, Virgil exhibits clearly his desire to re-work Homer, to complete and perfect the vision of the earlier poet.Interaction and Reaction in Virgil and Homer Reasons for Going to the Underworld HomerOdysseus goes to the Underworld for help getting home.VergilAeneas goes to pay a duty call on his dead father Anchises. Underworld Guidance HomerThe help Odysseus seeks comes from the prophet, Tiresias, in the Underworld and the sorceress, Circe, among the living.VergilAmong the living, Aeneas seeks the guidance of the Sibyl at Cumae, a priestess of Apollo who speaks inspired prophetic utterances. Among the dead, he seeks the counsel of his father. Warnings HomerCirce calms his fears and instructs Odysseus on how to travel.VergilThe Sibyl tells Aeneas how to proceed but warns him that while the trip to Hades is easy, the return voyage is limited to the select favorites of Jupiter. Aeneas must be divinely chosen if he is to return. This isnt all that terrifying a caveat, however, since he will know in advance whether he will be able to make the trip. In order to start the journey, the Sibyl says he must find a golden bough sacred to Proserpine. Should the gods not want him to proceed, he will fail to find it, but he does find it. In the guise of two doves, Venus, Aeneas mother, guides him. Unburied Dead Like Odysseus, Aeneas has a dead companion to bury, but unlike his predecessor, Aeneas must bury him before proceeding to the Underworld because the death has contaminated Aeneas fleet (totamque incestat funere classem). Aeneas does not initially know which of his companions has died. When he finds Misenus dead, he performs the necessary ceremonies. Misenus lay extended on the shore;Son of the God of Winds: none so renowndThe warrior trumpet in the field to sound;With breathing brass to kindle fierce alarms,And rouse to dare their fate in honorable arms.He servd great Hector, and was ever near,Not with his trumpet only, but his spear.But by Pelides arms when Hector fell,He chose Æneas; and he chose as well.Swoln with applause, and aiming still at more,He now provokes the sea gods from the shore;With envy Triton heard the martial sound,And the bold champion, for his challenge, drownd;Then cast his mangled carcass on the strand:The gazing crowd around the body stand.162-175 Slightly different from Odysseus, Aeneas has 2 men for whom he must provide funeral rites, but he doesnt find the second until the Sibyl has taken him to the shores of the River Styx, past the companions of Death: Famine, Pestilence, Old Age, Poverty, Fear, Sleep, and Disease (Curae, Morbi, Senectus, Metus, Fames, Egestas, Letum, Labos, and Sopor). There, on the shore, Aeneas finds his recently deceased helmsman, Palinurus, who cannot cross over until he is given a proper funeral rites. Proper burial is impossible since he was lost at sea.

Racial discrimination in the United States Essay

Racial discrimination in the United States - Essay Example Redlining is more common in discrimination and it has been practiced over long period of time from historical perspective and in the modern world, it has been practiced on various grounds such as employment and opportunity to various individuals and groups in the society (Leonard, 2007).Affirmative actions are the policies that undertake race, ethnicity and gender into consideration in the endeavor of ensuring equal opportunity is promoted in a society. It is mainly concerned with such aspects as education, employment and also such public contracting as the health programs. Affirmative action can be in two categories whereby one category addresses equality and eliminate any form of discrimination that is concerned with such issues institutional, overt and involuntary while the other category is focused on maximizing societal benefits and diversity on all levels in the society (Ward, 2006).In the United States, there is gross discrimination on racial grounds and the most discriminated against are the Non-White residents in the country. There have been debates that an affirmative action would be very instrumental in eliminating discrimination based on institutional, employment, educational and business opportunity in the country. Thesis Statement In the modern world, people are still discriminated against in such aspects as employments, education, institutional and business opportunities. Affirmative action is an important project to counter this discrimination. This is because the policy give well qualified people equal opportunities to other people and in a country like the United States of America where there is gross discrimination based on race, this policy will give a strong foundation for improvement in regards to racial discrimination in the United States. Racial Discrimination in the United States Since the colonial era in the United States one of the most prevalent issues in the country is racism. The whites who are considered to be the settler society are the dominating race in the country and this means that the other races which include the Blacks, Native Americans, Asian Americans, Latin Americans, Irish Americans and others are highly discriminated against. This discrimination is extended to such fields as employment, education, institutional and business opportunity in the country. The whites have enjoyed dominancy in these fields while the other races have been left in the periphery of the system. Although there was some improvements in the twentieth century when the government enacted laws which prohibited entities against racialism, race identities are still held very highly in the country and by prominent members of the society who control various mechanisms in the country (Hurst, 2000). Educational discrimination There is widespread education discrimination in the Untied States with the highest numbers of graduates from high school, college and university coming from the Whites. This shows that the educational opportunities in the country are favored towards the Whites while the other races are discriminated against. This is also furthered in that when the Whites get better education opportunities they also get better opportunities in life especially in this era of education opportunities. This means that the Whites have better opportunities to develop their lives while the other races are left to struggle with life (Williams, 1999). The table below shows the percentage of White

Consumer Price Index, Retail Price index and GDP deflator Essay

Consumer Price Index, Retail Price index and GDP deflator - Essay Example Retail Price Index (RPI) refers to an economic principle used by economists to determine the set of goods and services that a typical household is capable of buying every month (Feenstra, 2002, p. 7). Items covered by this principle include food, housing, heating, petrol and bus fares. According to Grant and Vidler (2000, p. 14), Gross Domestic Product deflator (GDP deflator) is a principle in economics used to measure average prices of all new and final products produced locally in the economy of a given country. The GDP deflator is a crucial economic tool used by leading economists in an economy to determine by what extent a change in the GDP of a given year relied on the price fluctuations of locally produced goods and services (Tracy 2007, p. 21). When regarded collectively, the principles of Consumer Price Index (CPI) and Retail Price Index (RPI) can help in controlling inflation in given products in an economy. For example, the two principles can help a government to determine and fix prices of certain basic goods like food and

Lord of the Flies by William Golding and The Withered Arm by Thomas Hardy Essay Example for Free

Lord of the Flies by William Golding and The Withered Arm by Thomas Hardy Essay Describe how evil is presented in Lord of the Flies by William Golding and The Withered Arm by Thomas Hardy. Lord of the flies is a story that begins in the after a plane crash in the Pacific Ocean during an unnamed war in which a group of English schoolboys are isolated on what they assume to be an island, under no adult supervision they are left to defend for themselves create their own friendships and fight their own battles. As the story unfolds the boys develop a miniature society in which they try to include rules and order, but, each with their own ideas of right and wrong and sometimes totally different priorities, difficulties inevitably arise, their little community collapses and the boys are thrown into a world of hurt and fear. There were three main characters in this story, which affected the entire group and how they behaved. Jack began as the arrogant and self righteous leader of the tribe. There was Piggy, who in no doubt an intelligent, practical and a sensible thinker. He is the mouthpiece of science and reason on the island, and is a good planner who can think logically and prioritise things which was carefully ordained by Ralph who was an organised person, sensible and had a quite a bit of knowledge on survival. In the story we see the true evil that outcome from these boys. In the following paragraphs I am going to describe the horror that was used by William Golding in his novel Lord of the Flies. The first signs of evil emerging from the boys appeared when Jack and his hunters killed a pig and re-enacted the killing. In the process people were injured and the chanting that became a ritual began at this time. Although Jacks ambition to kill a pig had been fulfilled, he now had a taste of the glory and sense of power. This meant that he was by no means satisfied to have killed one pig, but would instead continue to do so. It is significant that Jack felt it was necessary to kill pigs, seeing that there was a large number of people on the island. It is important to note how much the boys manage to achieve before their inner evil destroy their senses of responsibility and reason, that is, before the boys finally come to savagery and violence. They discover fire, they build shelters, they explore the island, they go on hunting trips, and they delegate social responsibilities. Initially, one would be inclined to think that Jacks leadership is a poor one as he relies on brute strength. However, Jack is clever enough to know that the boys survival is as important as rescue. Food has to be hunted for nutritional needs (which Ralph tries to deny). Are there ghosts, Piggy, or beasts? Ralph seems to depend on Piggy quite a lot like an adult to guide him the way, but the mistake that Ralph does not see is that Piggy is not an adult. This is a clever technique used by Golding as he is building up the tension and the readers will be urged to read on. Another significant event took place during the killing of the pig, the hunters let the fire out, and there was open violence from Jack, when Jack was confronted by Piggy, Jack swung at Piggy and broke one of his lens off his glasses which was an important piece of equipment, as the glasses, meant they could have a fire which enables them to be rescued. This illustrates how Jack was being overcome by his evil inside him. The Lord of the Flies is represented in the form of a pigs head on a stick, which appeared to speak to Simon in the forest, while he was experiencing one of his epileptic fits. Golding uses this to show that the evil on this island has come from within the boys themselves. Simon then climbed the mountain and discovered that the swaying beast was in fact a dead pilot. This is gone far enough. My poor misguided child. Do you think you know better then I do?' Simon thinks of the pigs head (The Lord Of The Flies) as the symbol of their descent from civilized behaviour to animalistic savagery. It is because of the pigs head that Simon realizes that nature can be brutal and horrifying, an idea that clashes with his previous love of nature and the spirituality inbuilt in it. Simon frames nature in terms of its how like Eden it is, but the Lord of the Flies is a challenge of that view. Most importantly of all, Golding reveals that there is indeed a better side to mans nature through his character, Simon. Throughout the novel, Simon is portrayed as a Christ-like figure and a saint. Unfortunately, it was at this point where the evil came out among all of the boys, as Simon was mistaken for the beast and the boys were all overcome by the evil inside them and the ritual begun once again as it did with the pig and Simon was brutally killed in disguise of the beast. In this part of the novel we see that evil has overcome the boys and there is no longer any structure at all left within the boys. Following Simons death it becomes clear that none of the tribe would accept that they had become evil and had just sabotaged a human being, but Ralph on the other hand could see what they had become and confronted Piggy saying that was murder, Piggy knew what had happened but tried to hide it by coming up with lame excuses like it was dark. Ralph had learned from this and controlled the evil inside him. When Piggy got his glasses stole by the other tribe Ralph and Piggy knew that they had lost all their power. So the only way to regain that power would be to get Piggys glasses back. Unfortunately this lead to more hatred when the two tribes started to argue and it was obvious that Jacks tribe had the most power and during this argument Roger decided to push a Rock onto Piggy leaving him dead, which shows that Jacks tribe was just pure evil and had no other thoughts than to kill. Towards the end of the novel Ralph was hunted down like a wild animal and the imagery Golding uses in this final chapter describes a world where insanity and evil rule. It is even possible that the boys now saw Ralph as the beast, which is why they hunted him down. Secondly, although all the boys were hunting Ralph to kill him, most of them probably did not realise what they were doing or why. This is because Jack had influenced their minds and half of them probably saw killing Ralph as a game. In view of the fact that Ralph was being hunted down by everyone on the island, we must accept that he would have been killed had it not been for the arrival of the Navy officer. It must be noted that Golding does not choose to allow Ralph to be killed. This could be because he does not wish to allow evil to win. The real message that Golding is trying to send out is if we have no rules or boundaries then we will behave like animals do so anything can be done, in this case killing has become a hobby. In Lord of the Flies, Golding suggests that once man is freed from social conditioning and obligation, the intrinsic sense of evil will be revealed in him. He destroys the optimistic view of human nature by showing how even the most innocent of all children can deteriorate into primitive savages once freed from the trappings of society. The actual storyline was pretty lame because a bunch of children just happened to crash on an island stranded, they all have a big tribunal war, people die, then the Ralph is in trouble and some navy guy appears and saves Ralph. This story was a bit too predictable, but the descriptive text in this novel is fascinating and keeps you reading. The withered arm is a pre-20th Century, short story. It is full of supernatural elements and coincidences. The story involves the characters Rhoda, a jealous middle-aged woman who has a son by farmer Lodge. Farmer Lodge has just married a young, beautiful woman called Gertrude. Rhoda being a jealous woman unconsciously conjures up an evil incubus. This causes Gertrudes arm to weather, she tries all the cures she knows off, but resorts to using the supernatural to heal it. This leads to a dramatic ending. Right at the beginning of the story we are in suspense because there is much speculation about the new bride. At the beginning of the story it is thought that Rhoda and Gertrude are rivals, as they have both had a relationship with farmer lodge. They occupy traditional roles in the story; Rhoda is the older neglected lover with her looks fading. Gertrude is the young, beautiful blooming new wife. Age, beauty, status and social class divide them. Rhoda is extremely jealous of Gertrude we know this because she sends her son to spy on the new wife: see if she is dark Her jealousy is what leads to the first element of the supernatural, which is her nightmare. Stricken with jealousy, her subconscious thoughts surface in her sleep as she innocently dreams of grabbing Gertrudes arm in a last desperate effort, swung out her right hand, seized the confronting spectre by its obtrusive left arm. Rhodas first reaction to Gertrude is of horror and fear. In her dream, she sees Mrs. Lodge as a figure with features shockingly distorted and wrinkled by old age. Hardy uses simple diction to convey the horror of the nightmare. He also uses emotive language like maddened and mockingly. Rhodas nightmare can be explained as coincidence, as a physical manifestation of the girls unconscious awareness of the situation. Rhodas dream creates suspense and words such as phantom keep it going. The next morning we learn that the dream was real as her son asks: what was that noise in your chimmer, mother last night. Did you fall out of bed around two oclock? The developing relationship between the two women has elements of the macabre. Rhoda often asks to see the wound, and seems fascinated by the clear indication of the marks of four fingers. Gertrude relies on Rhoda for a sympathetic understanding of the growing estrangement between herself and her husband, who knows the disfigurement is there. The choice of the word disfigurement reveals his attitude to appearances. As the arm is getting worst and she has visited a doctor who cannot help her, she becomes increasing desperate for a cure as her husband is starting to love her less. She turns to Rhoda to take her to see Trendle much to her dismay. Rhoda fears for the loss of a good friendship. Trendle is a witch doctor and has powers other people dont, in the story many people believe in him, except Gertrude who says: o, how could my people be so superstitious. She soon changes her mind and goes with Rhoda to visit him this is where it is revealed that Gertrude has an enemy: medicine cant cure it. Is the work of an enemy. Trendle then reveals the face of her attacker to her. Gertrude reacts calmly when she finds out who it is as she says she does not care to speak of it. When she is talking to Rhoda and does not tell her what she saw. After this Rhoda and her son disappeared quietly. Over the next six years, Gertrudes arm continues to wither, and the fact that she had brought no children to her husband made her worry even more that Mr. Lodge would reject her. Mr. Lodge has superficial love for Gertrude which was based on her beauty: the woman whom he had wooed for her beauty. But as her arm is getting worst we see that he starts to disregard her. She starts to age beyond her years: she was now five-and-twenty; but she seemed older. She becomes desperate for a cure and tries all sorts of remedies. This makes us feel sympathetic towards her. As a last resort she visits Tremble and tries to take advantage of his white magic, this leads to fatal results and her superstition, combined with desperation, must be held accountable for this. He tells her she must touch with the limb the neck of a man whos been hanged. As time passed she considers this and wished: o lord, hang some guilty or innocent person soon! This shows how desperate she was becoming. Gertrudes meeting with the hangman reveals her obsession: she has in fact prayed each evening for some guilty or innocent person to be hanged Rhoda and the hangman having a discussion in which she says: o- a reprieve- I hope not! Here she is saying even if the person is innocent she hopes he will not be let off. Through out the story it is full of irony- you have farmer Lodge marrying to have a son, even though he has one which he does not recognise. Hardy chose not to give the illegitimate son a name; this may be because Lodge failed to recognise him, even though he wishes for a son: I once thought of adopting a boy! Gertrude befriends the boy but unknowingly wishes for his death, in which when she finds out the identity of the hanged man she dies from shock. The denouement of the finial gruesome meeting between the two women brings all interaction to an end. The scene is highly dramatic and needs few words. This is where we learn that it is Rhodas son that has been hanged and due to this Gertrudes blood had been turned indeed- too far. In conclusion of both stories I think that Lord of the Flies represents horror in a more sophisticated way than The Withered Arm, saying that Lo-rd of the Flies was written when there was no TV this virtually inserts images into your thoughts, the only thing with Lord of the Flies was the actual storyline as it was too unreal because if there was a plane crashes, normally there is hardly any survivors but in this case, the whole troop survived!! In conclusion the withered arm is an effective story of the supernatural from the point of view from the reader. When it was written as people heavily believed in the supernatural and witchcraft, this is another reason the story is effective. It differs from todays horror stories, as it is not full of blood and guts.

The Media :: essays research papers

The Media   Ã‚  Ã‚  Ã‚  Ã‚  The media has been causing problems and clashes in opinions probably ever since the television was invented. The media probably started out OK, but after a while, they started twisting opinions and stories, and taking sides. I think that the media is going to twist a story to make it more interesting once too many times, and someone is going to sue them badly for it. I would like to prove that the media sometimes messes up the truth.   Ã‚  Ã‚  Ã‚  Ã‚  The media sometimes finds a certain person and makes his/her story sound worse and sadder so that they can get sympathy for that person and then asks people to send money to help the person out. Not that that is a bad intention, but it is none of our business. I think that the media should just publish pictures, and then let you choose who you want to feed.   Ã‚  Ã‚  Ã‚  Ã‚  There is also the possibility that the only reason that big news companies just need filler for their network, so they go to another country to find some story on miserable people. If I was in some tribe in Africa or something I would not want anyone bothering me by putting a camera in my face. I would want the money to buy food, but if someone over in America just needed my story for filler, I wouldn't be too happy.   Ã‚  Ã‚  Ã‚  Ã‚  It should be the tribe's leader that should have to get the tribe out of trouble in any way that he could. It is not our business to send them our money to get food for the people that got themselves into trouble, but I think it makes people feel good to donate things to needy people. I just think that the media isn't telling people the whole story. Maybe the starving people spent all their money on drugs? I doubt that many people would send their hard earned cash if they knew that the person was just going to buy more drugs with it.   Ã‚  Ã‚  Ã‚  Ã‚  I think that the media has been messing up stories and opinions, but I'm sure that they did some good work also. It would be pretty hard to get

International English Language Testing System

Candidate Number Candidate Name ______________________________________________ International English Language Testing System Listening Practice test 40 minutes Time 40 minutes Instructions to candidates Do not open this question paper until you are told to do so. Write your name and candidate number in the spaces at the top of this page. Listen to the instructions for each part of the paper carefully. Answer all the questions. While you are listening, write your answers on the question paper. You will have 10 minutes at the end of the test to copy your answers onto the separate answer sheet. Use a pencil.At the end of the test, hand in this question paper. Information for candidates There are four parts to the test. You will hear each part once only. There are 40 questions. Each question carries one mark. For each part of the test, there will be time for you to look through the questions and time for you to check your answers. Section 1 Questions 1–10 Questions 1–5 Comp lete the notes below. Write no more than two words and/or a number for each answer. Transport from Bayswater Example Answer Destination Harbour City †¢ †¢Ã¢â‚¬ ¢ †¢ Express train leaves at 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ †¢ Nearest station is 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ Number 706 bus goes to 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ †¢ Number 4 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. bus goes to station †¢ †¢Ã¢â‚¬ ¢ †¢ Earlier bus leaves at 5 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Questions 6–10 Complete the table below. Write no more than one word and/or a number for each answer. Transport Cash fare Card fare Bus 6 $ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ $1. 50 Train (peak) $10 $10 Train (off-peak) – before 5pm or after 7 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pm) $10 9 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ferry $4. 50 $3. 55 Tourist ferry (10 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦) $35 – Tourist ferry (whole day) $65 – 8 $ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Section 2 Questions 11–20 Questions 11–14 Which counsellor should you see? Write the correct letter, A, B or C, next to questions 11–14. A Louise Bagshaw B Tony Denby C Naomi Flynn 1 if it is your first time seeing a counsellor 12 if you are unable to see a counsellor during normal office hours 13 if you do not have an appointment 14 if your concerns are related to anxiety Questions 15–20 Complete the table below. Write no more than two words for each answer. Workshop Content Target group Adjusting what you need to succeed academically 15 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ students Getting Organised use time effectively, find 16 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ between study and leisure Communicating talki ng with staff, communicating across cultures Anxiety 18 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦, breathing techniques, meditation, etc. all students all students, especially 17 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ tudents about to sit exams 19 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ staying on track for long periods 20 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ students only Section 3 Questions 21–30 Questions 21–30 Complete the notes below. Write no more than three words for each answer. Novel: 21 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Protagonists: Mary Lennox; Colin Craven Time period: Early in 22 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Plot: Mary > UK – meets Colin who thinks he’ll never be able to 23 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . They become friends. Point of view: â€Å"Omniscient† – narrator knows all about characters’ feelings, opinions and 24 à ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Audience: Good for children – story simple to follow Symbols (physical items that represent 25 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦): †¢ the robin redbreast 26 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¢ the portrait of Mistress Craven Motifs (patterns in the story): †¢ the Garden of Eden †¢ secrecy – metaphorical and literal transition from 27 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Themes: Connections between †¢ 28 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and outlook †¢ 29 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and well-being †¢ individuals and the need for 30 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Section 4 Questions 31–40 Questions 31–35 Complete the table below. Write one word only for each answer. Time Zone Outlook Time Perspectives Features & Consequences Past Positive Remember good times, e. g. birthday s. 31 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Keep family records, photo albums, etc. Focus on disappointments, failures, bad decisions.Present Hedonistic Live for 32 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ; seek sensation; avoid pain. Fatalistic Life is governed by 33 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. , religious beliefs, social conditions. Life’s path can’t be changed. Future 34 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Prefer work to play. Don’t give in to temptation. Fatalistic Have a strong belief in life after death and importance of 35 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. in life. Questions 36–40 Choose the correct letter, A, B or C. 36 We are all present hedonists A at school B at birth C while eating and drinking 37 American boys drop out of school at a higher rate than girls because A they need to be in control of the way they learnB they play video games instead of doing school work C they are not as intelligent as girls 38 Present-orientated chi ldren A do not realise present actions can have negative future effects B are unable to learn lessons from past mistakes C know what could happen if they do something bad, but do it anyway 39 If Americans had an extra day per week, they would spend it A working harder B building relationships C sharing family meals 40 Understanding how people think about time can help us A become more virtuous B work together better C identify careless or ambitious people TranscriptNarrator: Test 1 You will hear a number of different recordings and you will have to answer questions on what you hear. There will be time for you to read the instructions and questions and you will have a chance to check your work. All the recordings will be played once only. The test is in 4 sections. At the end of the test you will be given 10 minutes to transfer your answers to an answer sheet. Now turn to section 1. Section 1 You will hear a conversation between a clerk at the enquiries desk of a transport company an d a man who is asking for travel information. First you have some time to look at questions 1 to 5. 20 seconds] You will see that there is an example that has been done for you. On this occasion only the conversation relating to this will be played first. Woman: Good morning, Travel Link. How can I help you? Man: Good morning. I live in Bayswater and I’d like to get to Harbour City tomorrow before 11am. Woman: Well, to get to Bayswater †¦ Man: No, no. I live in Bayswater – my destination is Harbour City. Woman: Sorry. Right; so that’s Bayswater to Harbour City. Are you planning to travel by bus or train? Narrator: The man wants to go to Harbour City, so Harbour City has been written in the space.Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1 to 5. Woman: Good morning, Travel Link. How can I help you? Man: Good morning. I live in Bayswater and Ià ¢â‚¬â„¢d like to get to Harbour City tomorrow before 11am. Woman: Well, to get to Bayswater †¦ Man: No, no. I live in Bayswater – my destination is Harbour City. Woman: Sorry. Right; so that’s Bayswater to Harbour City. Are you planning to travel by bus or train? Man: I don’t mind really, whichever option is faster, I suppose.Woman: Well, if you catch a railway express, that’ll get you there in under an hour †¦ Let’s see – yes, if you can make the 9. 30am express, I’d recommend you do that. Man: Great. Which station does that leave from? Woman: Helendale is the nearest train station to you. Man: Did you say Helensvale? woman: No, Helendale – that’s H-E-L-E-N-D-A-L-E Man: What’s the best way to get to the Helendale station then? Woman: Well, hang on a minute while I look into that †¦ Now, it seems to me that you have two options. Option one would be to take the 706 bus from the Bayswater Shopping Cen tre to Central Street.When you get there, you transfer to another bus which will take you to the station. Or, the second option, if you don’t mind walking a couple of kilometres, is to go directly to Central Street and get straight on the bus going to the train station. Man: Okay. Which bus is that? Woman: The 792 will take you to the station. Man: I guess the walk will be good for me so that might be the better option. What time do I catch the 792? Woman: There are two buses that should get you to the station on time: one just before nine o’clock and one just after.But look, at that time of the morning it might be better to take the earlier one just in case there’s a traffic jam or something. The 8. 55 is probably safer than the 9. 05. Man: Yeah, I don’t want to the miss the train, so I’ll be sure to get on the five- to-nine bus. Narrator: Before you hear the rest of the conversation, you have some time to look at questions 6 to 10. [20 seconds] N ow listen and answer questions 6 to 10. Man: By the way, how much will I have to pay in fares? Woman: Well, you can get a ticket on the bus for $1. 80 cash and you’ll need $10 each way for the train.Wait, do you have a Travel Link Card? Man: No, but I can get one before tomorrow. Woman: Okay, well that’ll make it considerably cheaper then. The bus will cost $1. 50 each way, and the train will be – the train to Harbour City will †¦ still cost $10. 00 because you’ll be travelling during peak hours in the morning, so no savings there, I’m afraid. However, if you could come back at an off-peak time †¦ Man: What does that mean? Woman: Well, if you could start your return journey before 5pm or later than half past 7 in the evening †¦ Man: Actually, I wasn’t planning on coming back till at least 8 o’clock anyway.Woman: In that case, you can make quite a saving if you use your Travel Link Card. You did say you were planning to purchase one, didn’t you? Man: Yes, I’ll pick one up later today. Woman: Good – that would mean that your return train journey would only cost you $7. 15 with your card. Man: Thank you. Woman: Is there anything else I can help you with? Man: Actually, there is. Do you know if I can use the Travel Link Card on ferries? Woman: If you’re thinking of the Harbour City ferries that go back and forth between the north and south bank, those are the commuter ferries, then yes.A one-way trip costs $4. 50 but with your card you’d make a 20% saving and only pay $3. 55. Man: So, $3. 55 for the commuter ferry †¦What about the tour boats? Woman: You mean the tourist ferries that go upriver on sightseeing tours? No – they only take cash or credit card. They’re not part of the Travel Link Company. Man: Oh, I see. I don’t suppose you know the cost of a tour? Woman: In actual fact, I do, because I took a friend on the trip upriver just last week. We decided on the afternoon tour and that was $35 each but I understand that you can do the whole day for $65.Man: Thank you. You’ve been a great help. Woman: My pleasure. Enjoy your day out. Narrator: That is the end of section 1. You now have half a minute to check your answers. [30 seconds] Now turn to section 2. Narrator: Section 2 You will hear a guidance counsellor talking to a group of students. First you have some time to look at questions 11 to 14. [20 seconds] Listen carefully and answer questions 11 to 14. Speaker: Hello everyone. I’m the counselling administrator here at St. Ive’s College and I’ve been asked to come and talk to you about our counselling team and the services that we offer.We have three professional counsellors here at St. Ives: Louise Bagshaw, Tony Denby and Naomi Flynn. They each hold daily one-on-one sessions with students, but which counsellor you see will depend on a number of factors. If you’ve never used a c ounsellor before, then you should make an appointment with Naomi Flynn. Naomi specialises in seeing new students and offers a preliminary session where she will talk to you about what you can expect from counselling, followed by some simple questions about what you would like to discuss. This can be really helpful for students who are feeling a bit worried about the counselling process.Naomi is also the best option for students who can only see a counsellor outside office hours. She is not in on Mondays, but starts early on Wednesday mornings and works late on Thursday evenings, so you can see her before your first class or after your last class on those days. Louise staffs our drop-in centre throughout the day. If you need to see someone without a prior appointment then she is the one to visit. Please note that if you use this service then Louise will either see you herself, or place you with the next available counsellor.If you want to be sure to see the same counsellor on each vi sit, then we strongly recommend you make an appointment ahead of time. You can do this at reception during office hours or by using our online booking form. Tony is our newest addition to the counselling team. He is our only male counsellor and he has an extensive background in stress management and relaxation techniques. We encourage anyone who is trying to deal with anxiety to see him. Tony will introduce you to a full range of techniques to help you cope with this problem such as body awareness, time management and positive reinforcement. Narrator:Before you hear the rest of the talk, you have some time to look at questions 15 to 20. [20 seconds] Now listen and answer questions 15 to 20. Speaker: Each semester the counselling team runs a number of small group workshops. These last for two hours and are free to all enrolled students. Our first workshop is called Adjusting. We’ve found that tertiary education can come as a big shock for some people. After the structured lear ning environment of school, it is easy to feel lost. In this workshop, we will introduce you to what is necessary for academic success. As you might expect, we’re targeting first-year students with this offering.Getting organised follows on from the first workshop. Here, we’re going to help you break the habit of putting things off, get the most out of your time and discover the right balance between academic and recreational activities. With Getting organised, we’re catering to a broader crowd, which includes all undergraduates and postgraduates. Next up is a workshop called Communicating. The way people interact here may be quite different to what you’re used to, especially if you’ve come from abroad. We’ll cover an area that many foreign students struggle with – how to talk with teachers and other staff.We’ll cover all aspects of multicultural communication. International students tend to get a lot out of this class, so we p articularly encourage you to come along, but I must say that sometimes students from a local background find it helpful too. So, everyone is welcome! The Anxiety workshop is held later on in the year and deals with something you will all be familiar with – the nerves and anxiety that come when exams are approaching. Many students go through their entire academic careers suffering like this, but you don’t have to. Come to this workshop and we’ll teach you all about relaxation and how to reathe properly, as well as meditation and other strategies to remain calm. We’ve tailored this workshop to anyone who is going to sit exams. Finally, we have the Motivation workshop. The big topic here is how to stay on target and motivated during long-term research projects. This workshop is strictly for research students, as less-advanced students already have several workshops catering to their needs. Well, that’s it, thanks for your time. If you have any questio ns or want more information about our services, do come and see us at the Counselling Service. Narrator:That is the end of section 2. You now have half a minute to check your answers. [30 seconds] Now turn to section 3. Narrator: Section 3 You will hear a conversation between a tutor and two students who are preparing for an English literature test. First you have some time to look at questions 21 to 24. [20 seconds] Listen carefully and answer questions 21 to 24 Tutor: Hello Lorna, Ian. Glad you could make it. You’re the only two who put your names down for this literature tutorial so let’s get started, shall we? I want to run over some aspects of the novel, The Secret Garden, with ou before the test next week. Be sure to take some notes and ask questions if you need to. Ian: Hey Lorna, have you got a spare pen? Lorna: Sure, here you are. Tutor: Okay, so, the story follows two key characters – you should refer to them as protagonists – who go by the name s of Mary Lennox and Colin Craven. The story is set shortly after the turn of the twentieth century, and the narrative tracks the development of the protagonists as they learn to overcome their own personal troubles together. Lorna: That’s quite a common storyline, isn’t it? Tutor: Yes, you’re right, Lorna.So, what can you tell me about the character of Mary? Lorna: Well, in the beginning she is an angry, rude child who is orphaned after a cholera outbreak and forced to leave India and move to the United Kingdom to her uncle’s house in Yorkshire. Tutor: That’s right – and there she meets Colin who spends his days in an isolated room, believing himself to be permanently crippled with no hope of ever gaining the ability to walk. The two strike up a friendship and gradually learn – by encouraging each other – that they can both become healthy, happy and fulfilled in life.Ian: Will we need to remember a lot of these details for the exam? Tutor: Just the basic outline. Examiners don’t want to read a plot summary – they know what the book is about. Focus on narrative techniques instead, such as point of view. Lorna: What’s that mean? Tutor: It’s all about how we see the story. This story, for example, is written from the perspective of what is called an â€Å"omniscient narrator†. Omniscient means all-knowing. So, as readers we get to see how all the characters feel about things, what they like and don’t like, and what their motivations are in the story. Narrator:Before you hear the rest of the conversation, you have some time to look at questions 25 to 30. [20 seconds] Now listen and answer questions 25 to 30. Ian: Won’t it be hard to write a technical analysis? After all, it’s a kids’ book. Tutor: Well, it was initially pitched at adults you know, but over the years it has become seen as a more youth-orientated work. And you’re right in a s ense – the simple vocabulary and absence of foreshadowing make the story very easy to follow and ideally suited for children. But that doesn’t mean there isn’t much to analyse. Look at the symbolism, for instance.Lorna: Symbols are things, right? Material things – like objects – that stand for abstract ideas. Tutor: Absolutely, yes. And the author uses many of them. There’s the robin redbreast, for example, which symbolises the wise and gentle nature that Mary will soon adopt – note that the robin is described as â€Å"not at all like the birds in India†. Roses are used as well – as a personal symbol for Mistress Craven – you’ll see they’re always mentioned alongside her name. And Mistress Craven’s portrait can also be interpreted as a symbol of her spirit. Ian: Are symbols just another name for motifs?Tutor: No, motifs are a bit different. They don’t have as direct a connection with so mething the way that a symbol does. Motifs are simply recurring elements of the story that support the mood. Lorna: Are there any in this novel? Tutor: Yes, two very important ones. The Garden of Eden is a motif. It comes up a few times in connection with the garden of the story. And then you’ve got the role that secrets play in the story. In the beginning, everything is steeped in secrecy, and slowly the characters share their secrets and in the process move from darkness to lightness, metaphorically, but also in the ase of Colin, quite literally. His room in the beginning has the curtains drawn, and he appears at the end in the brightness of the garden. Ian: Anything else we need to know about? Tutor: Yes. Nearly all novels explore universal concepts that everyone has experienced – things like love, family, loneliness, friendship. These are called themes. The Secret Garden has a few themes that all centre on the idea of connections. The novel explores, for example, t he way that health can determine and be determined by our outlook on life. As Colin’s health improves, so too do his perceptions of his strength and possibility.The author also examines the link between our environment and our physical and emotional prosperity. The dark, cramped rooms of the manor house stifle the development of our protagonists; the garden and natural environments allow them to blossom, just as the flowers do. Finally, this book looks at connections between individuals, namely Mary and Colin. This necessity of human companionship is the novel’s most significant theme – because none of their development as individuals would have occurred without their knowing each other. Well, that about sums it up, I think. Lorna: That’s a great help, thanks.Ian: Yes, thanks very much. Narrator: That is the end of section 3. You now have half a minute to check your answers. [30 seconds] Now turn to section 4. Narrator: Section 4 You will hear a talk on t he topic of time perspectives. First you have some time to look at questions 31 to 40. [20 seconds] Listen carefully and answer questions 31 to 40. Speaker: Today, I’m going to be talking about time. Specifically I’ll be looking at how people think about time, and how these time perspectives structure our lives. According to social psychologists, there are six ways of thinking about time, which are called personal time zones.The first two are based in the past. Past positive thinkers spend most of their time in a state of nostalgia, fondly remembering moments such as birthdays, marriages and important achievements in their life. These are the kinds of people who keep family records, books and photo albums. People living in the past negative time zone are also absorbed by earlier times, but they focus on all the bad things – regrets, failures, poor decisions. They spend a lot of time thinking about how life could have been. Then, we have people who live in the pr esent.Present hedonists are driven by pleasure and immediate sensation. Their life motto is to have a good time and avoid pain. Present fatalists live in the moment too, but they believe this moment is the product of circumstances entirely beyond their control; it’s their fate. Whether it’s poverty, religion or society itself, something stops these people from believing they can play a role in changing their outcomes in life. Life simply â€Å"is† and that’s that. Looking at the future time zone, we can see that people classified as future active are the planners and go-getters.They work rather than play and resist temptation. Decisions are made based on potential consequences, not on the experience itself. A second future-orientated perspective, future fatalistic, is driven by the certainty of life after death and some kind of a judgement day when they will be assessed on how virtuously they have lived and what success they have had in their lives. Okay, let’s move on. You might ask â€Å"how do these time zones affect our lives? † Well, let’s start at the beginning. Everyone is brought into this world as a present hedonist. No exceptions.Our initial needs and demands – to be warm, secure, fed and watered – all stem from the present moment. But things change when we enter formal education – we’re taught to stop existing in the moment and to begin thinking about future outcomes. But, did you know that every nine seconds a child in the USA drops out of school? For boys, the rate is much higher than for girls. We could easily say â€Å"Ah, well, boys just aren’t as bright as girls† but the evidence doesn’t support this. A recent study states that boys in America, by the age of twenty one, have spent 10,000 hours playing video games.The research suggests that they’ll never fit in the traditional classroom because these boys require a situation where they have the ability to manage their own learning environment. Now, let’s look at the way we do prevention education. All prevention education is aimed at a future time zone. We say â€Å"don’t smoke or you’ll get cancer†, â€Å"get good grades or you won’t get a good job†. But with present-orientated kids that just doesn’t work. Although they understand the potentially negative consequences of their actions, they persist with the behaviour because they’re not living for the future; they’re in the moment right now.We can’t use logic and it’s no use reminding them of potential fall-out from their decisions or previous errors of judgment – we’ve got to get in their minds just as they’re about to make a choice. Time perspectives make a big difference in how we value and use our time. When Americans are asked how busy they are, the vast majority report being busier than ever before. They admit to sa crificing their relationships, personal time and a good night’s sleep for their success. Twenty years ago, 60% of Americans had sit-down dinners with their families, and now only 20% do.But when they’re asked what they would do with an eight-day week, they say â€Å"Oh that’d be great†. They would spend that time labouring away to achieve more. They’re constantly trying to get ahead, to get toward a future point of happiness. So, it’s really important to be aware of how other people think about time. We tend to think: â€Å"Oh, that person’s really irresponsible† or â€Å"That guy’s power hungry† but often what we’re looking at is not fundamental differences of personality, but really just different ways of thinking about time.Seeing these conflicts as differences in time perspective, rather than distinctions of character, can facilitate more effective cooperation between people and get the most out of each person’s individual strengths. Narrator: That is the end of section 4. You now have half a minute to check your answers. [30 seconds] That is the end of the listening test. You now have 10 minutes to transfer your answers to the listening answer sheet.

World water crisis

Sustainable Catchment Management: Principles and Practice EssayThe universes fresh water is normally discussed in the literature as being a finite resource under increasing force per unit area from the greater demands being placed upon it globally ( Postel 2000, Hamdey et al 2003, Oki and Kanae 2006, UNEP 2007 ) . It has accordingly become a extremely combative resource, and in recent old ages the focal point of much argument on how best to pull off it ; with the latest favoured paradigm ( peculiarly in developed states ) being that of holistic sustainability – achieved utilizing the ‘best pattern ‘ of basin-wide direction ( Biswas 2004, Watson et al 2007 ) . Such an attack is peculiarly emphasised in cardinal policies such as Agenda 21 and the Water Framework Directive, with the latter implementing the creative activity of River Basin Management Plans by jurisprudence for all EU member provinces. This paper will discourse whether there truly is a universe H2O cris is, and if so to what extent river basin direction ( RBM ) can assist to turn to this. Case examples such as the Murray-Darling basin are used to discourse this in context. Harmonizing to the research of Oki and Kanae ( 2006 pp1068 ) the planetary ingestion of renewable freshwater resources is good below its Malthusian bounds, with merely 10 % of the maximal available bluish H2O and 30 % of green H2O being soon used. However, because its distribution both in measure and quality for intent is spatially and temporally uneven ( figure 1 ) it consequences in H2O emphasiss bing through a demand and supply instability. Gleick 1998, Hamdey et al 2003, and UNEP 2007 amongst others cite figures such as â€Å"already 80 states with 40 % of the universe population suffer serious H2O shortages† ( Hamdey et al 2003 pp3 ) , and â€Å"more than a billion people in the underdeveloped universe deficiency entree to safe imbibing water† ( Gleick 1998 pp487 ) . This suggests that H2O emphasis is a major planetary issue ( as reflected in the Millennium Development Goals ) ; and combined with the expected alterations in population growth/demographics ( figure 2 ) , criterion of life, economic development and clime alteration, such emphasiss are expected to decline through increasing the instability. This is particularly true for developing states since an estimated 90 % of the 3 billion people expected to add to the planetary population by 2050 will shack in such states – with many of which are already under high H2O emphasis ( UN 2007 cited UNESCO 2009 ) . At what point down the line an existent absolute crisis at a state graduated table is reached is still yet to happen ; although given the societal and economic value attached to H2O, and its 3-dimensional consequence upon nutrient supply, ecosystem wellness, and criterion of life for illustration, it may already bespeak a crisis is afoot ( Newson et al 1999 cited Newson 2000 ) . This is particularly true if freshwater entree is considered as a basic human right ( Gleick 1998 ) . Assuming this, RBM is frequently discussed in the literature as being a feasible direction option to turn to the crisis, since its attack is holistic and across-the-board. Its current favor comes from the fact that unlike the traditional response to H2O deficits – addressed through developing more supplies frequently via unsustainable beginnings and ‘hard technology ‘ patterns such as damming rivers ( Hamdey et al 2003 ) – it tries to accomplish long term sustainability through embracing land-use planning, environmental direction, and agricultural policy into the direction of all surface and subsurface H2O within a catchment. This theoretically allows for all of the direct and indirect natural and anthropogenetic demands placed upon the resource to be addressed and met under a best-practice government to accomplish an optimum relevant direction result. A authoritative illustration of where such a policy has been successful is in the Murray-Darling basin, southeast Australia. The RBM government here is a extremely evolved signifier of institutional agreements foremost started in 1917, and accordingly modified through clip, to run into the desired results and altering force per unit areas upon the 1 million Km2 five jurisdictional province catchment. At its bosom the strategy seeks to â€Å"promote and organize effectual direction planning for just, efficient and sustainable usage of H2O, land and other resources† ( Pigram 1999 pp108 ) , which it achieves through a ‘hydraulic attack ‘ utilizing top-down policy devising and bottom-up execution, coordinated through the cardinal Murray-Darling Commission ( Shar et al 2005 ) . In making this it allows for all of the cardinal stakeholders within each province to run into and discourse how best to pull off the H2O resources to maximize the attendant biophysical, economic and societal involvements non merely within each province ( and its several H2O portion ) , but for the whole catchment. Theoretically this coordinates the upstream-downstream involvements and encourages more productive/efficient usage of H2O through bettering engineering such as crop-per-drop ( Postel 2000 ) , which in bend allows all of the H2O demands to be attained equitably. When this is combined with the top-down administration system which sets legislative criterions necessitating to be met by every province sing the H2O quality and measure, ecological demands and permitted debasement degrees through land usage policies, it ensures that direction is non inactive and behind the altering catchment force per unit areas upon the H2O resource. This is non to state nevertheless the system is perfect since its effectivity depends on the cooperation of each province authorities, and as of yet no true full sustainability has been achieved ( Pigram 1999 ) . Although, with respects to the universe H2O crisis it is clear to see that in this case, along with many others, RBM is holding a positive impact. This is because it is promoting through Torahs and other means the more efficient and just usage of H2O ( Postel 2000 ) , whilst sing the whole basin and its long term demands and force per unit areas such as clime alteration. In making so the consequence of future crises/pressures may be lessened. Similar RBM governments besides exist under other political systems such as throughout the whole of the European Union ( due to Water Framework Directive statute law ) and in South Africa ( since 1998 ) . In the latter Gregersen et Al ( 2007 ) states that although the government is working it is non yet sustainable, since effectual direction systems take several old ages to develop and offer no ready made solutions. Therefore at its national degree it is non to the full able to turn to the H2O crisis, although it apparently is on the manner to seek to make so through utilizing a direction system which seeks to accomplish this from the beginning. It must be said nevertheless that most of the successful RBM governments are in developed ‘formalised society ‘ states where the cardinal H2O emphasiss are frequently far lower in the first case ( see figure 1 ) . Such systems hence can non be straight transferred between political establishments easy due to the context in which they were basically formed to run into within the founding state sing the hydraulic, climatic, demographic and socio-economic conditions and the construction of the H2O sector ( Barrow 1998, Hunt 1999, Shar et al 2005 ) . For illustration Hu ( 1999 ) , Malanu et Al ( 1999 ) ( cited Shar et al 2005 ) and Hunt ( 1999 ) each found that the Murray-Darling RBM government could non be successfully transferred to the Chinese, Vietnamese and Solomon Island contexts because of such issues ; with Shar et Al ( 2005 pp46 ) reasoning that reassigning RBM governments between developed and developing states is peculiarly debatable since the jobs developing state happen critical have either remained unresolved or irrelevant in developed state river basins, such as land H2O development. Therefore in respect to the universe H2O crisis it provides small usage in this sense, particularly since the greatest stresses/crises are expected to happen here. Hunt ( 1999 ) therefore argues that the contextual tantrum between policy development and application is cardinal to pull offing the H2O resource successfully. In puting the right model to put drama and drama in provides an effectual environment to turn to the H2O crisis in, whether through RBM or non. In some instances I would besides reason that to turn to the current H2O crisis RBM can merely be used as portion of the solution, due to the interconnectivity of the H2O resource with criterion of life ( associating back to the Millennium Development Goals ) and economic development. If full RBM sustainability is strived for under the current conditions, inclusive of the environmental demand, it may merely function to decline the current crisis such as in Jordan – which withdraws some of its supply unsustainably from non-renewable aquifers ( Macoun and El Naser 1999 ) . The same is true for other basins globally such as in the Colorado, Tennessee and Yangtze River basins, since in order to run into their yesteryear and current demands, supply had to be increased through keeping H2O in dike. This could be seen in some instances as being unsustainable due to the impact it has on the basin ; and even though the two former river basins are now managed under RBM governments ( Newson 2009 ) they are runing under modified conditions. RBM still has value nevertheless in advancing more efficient H2O usage ( Postel 2000 ) and sustainable ethical direction, so hence should non be wholly ignored. The contextual tantrum of states as a whole is of import in finding the best attack to turn to the universe H2O crisis. RBM may besides neglect in turn toing the universe H2O crisis excessively if it fails to be effectual itself in the first case. For illustration since RBM seeks to accomplish just sustainability ( Barrow 1998 ) , unequal power sharing may ensue in such a failure. To represent this if a dike was allowed to keep back more H2O for power coevals it would set increasing force per unit area on the available measure of flow for ecological demands and irrigative agribusiness uses amongst others. Similarly if a mill was allowed higher pollution degrees so the alterations in the H2O quality could pull a system closer to sing a H2O crisis ( presuming it was already extremely stressed ) . This is particularly true in non-integrated RBM governments, since the different involvements of each RBM stakeholder group, such as land proprietors, husbandmans, developers and environmentalists would be over-prioritised in their several RBMP compared to others. This consequently may be uneffective due to the differing overall results, necessitating some coordination and compromising to be effectual in footings of long-run holistic direction. A similar weakness may besides happen within international river basins if a common-goal transboundary direction understanding can non be established in pattern – even if it is agreed upon politically. This is the instance today between Israel and Palestine despite the fact of the ‘road to recovery ‘ ( common end ) program. Israel in 2003 abstracted 95 % of the H2O from the diverted Lower Jordan to run into its ain abstraction demands and left Palestine with merely 5 % . Hence Palestine is in a H2O crisis since it can non run into its ain H2O demands ( Frederiksen 2003 ) . To be effectual hence RBM plans in the first case demand to be important, just, co-ordinated and true to RBMs initial intent. Merely so can it assist in turn toing the universe H2O crisis. In decision, it can be successfully argued that RBM is a worthwhile direction option to prosecute in relation to turn toing the universe H2O crisis. Where such governments are good established and operational, such as in the Murray-Darling catchment, its sustainable attack to direction allows for all of the demands and threats/pressures to the fresh water resource ( such as inordinate food overflow from ill managed land ) to be identified and dealt with equitably and consequently within the basins long-run transporting capacity. But, given the contextual tantrum of each state with respects to its current resource base, H2O force per unit areas, and demands/needs, it may intend that in the expansive strategy of things RBM may non be the most suited direction option to turn to the crisis with on its ain. Interestingly RBM is harmonizing to Shar et Al 2005 is harder to implement in developing states due to its developed background, but it is such developing states where the H2O emphasis s are already at high emphasis degrees and expected to decline from most through the predicted population growing and clime alteration force per unit areas ( UNESCO 2009 ) . Lone clip will state how utile and politically favoured RBM is in turn toing the crisis, and whether it is continued to be used entirely or alongside other H2O direction constructs such as ‘virtual H2O ‘ sharing.BibliographyBarrow. C.J. ( 1998 ) River Basin Development Planning and Management: A Critical Review in World Development 26 ( 1 ) pp171-186Biswas. A. K ( 2004 ) Integrated Water Resources Management: A Reassessment. Water International 29 ( 2 ) pp248-256Frederiksen ( 2003 ) The universe H2O crisis branchings of political relations trumping basic duty. Water Resources Development 19 ( 4 ) pp593-615Gleick. P ( 1998 ) . The human right to H2O. Water Policy 1 pp487-503Gregersen. H. M, Ffolliott. P. F, Brooks K.N ( 2007 ) . Integrated watershed direction: connecting people to their land and H2O. Oxfordshire: CAB InternationalHamedy et Al ( 2003 ) Coping with Water Scarctiy: Water Saving and Increasing Water Productivity Irrigation and Drainage 52 pp3-20Hunt. C ( 1999 ) Transposing of H2O policies from developed to developing states: the instance of user wages. Water International 24 pp293-306Macoun. A, El Naser. H ( 1999 ) Groundwater Resources Management in Jordan: Policy and Regulatory Issues ( chapter 6 ) . In Salman. M.A. S. ( 1999 ) World Bank Technical Paper no456 – Groundwater Legal and Policy Perspectives. Proceedings of a World Bank Seminar. Washington DC: The World Bank.Newson. M ( 1997 ) Land, H2O and Development: sustainable direction of river basin systems. London: RoutledgeNewson. M ( 2000 ) Science and sustainability: turn toing the universe H2O ‘crisis ‘ . Procedures in Environmental Science 2 ( 3 ) pp 205-229Newson. M ( 2009 ) Land, H2O and Development: sustainable direction of river basin systems. London: RoutledgeOki. T, Kanae. S. ( 200 6 ) Global Hydrological Cycles and World Water Resources Science 313, pp1068-1072Pigram. J. D ( 1999 ) Australia ‘s Murray-Darling River Basin in A SIWI/IWRA Seminar Stockholm Towards upstream/downstream hydrosolidarity. Capital of sweden: ArkpressenPostel. S. L. ( 2000 ) Entering an epoch of H2O scarceness: the challenges in front. Ecological Applications 10 ( 4 ) pp941-948Shar. T, Mankin. I, Sakthivadivel. R ( 2005 ) Limits to leapfrogging: issues in transporting successful river basin direction establishments in the underdeveloped universe. InSvendsen. M ( 2005 ) Irrigation and river basin direction: options for administration and establishments. Oxon: CABI publicationUNESCO ( 2009 ) Water in a Changing World, World Water Development Report 3, www.unesco.org/water/wwap/wwdr/ wwdr3/index.shtml [ 6/10/09 ]United Nations Environment Programme ( 2007 ) Global environmental mentality geo-4. Malta: Advancement ImperativenessWatson. N, Walker. N, Medd. W ( 2007 ) Critical position s on incorporate H2O direction. Editorial. Geographic Journal 173 ( 4 ) pp297-299

Summarize and Analyze the Draft of Thai Class Action Essay Example

Summarize and Analyze the Draft of Thai Class Action Essay Example Summarize and Analyze the Draft of Thai Class Action Essay Summarize and Analyze the Draft of Thai Class Action Essay The proposed final draft of class action of late Justice Somboon Boonpinon’s object is to solve the problem of mass tort or mass injured person. This draft was made from the model rule 23 of the united stated about class action. This class action has to be separate from the normal civil procedure as it has its special characteristic which differs from the normal procedure. The most important and significant feature of class action is draft of section 222/35 said â€Å"the decision will bind all member of the class† regardless whether they have involved in the litigation or not. This is overrule the principle of section 145 of Civil Procedure code; within paragraph 2 said â€Å".. the decision shall not bind third person.. † Moreover, this draft section 222/35 grants the power to the counsel to enforce the decision on behalf of the plaintiff and the member of the class. The member of the class only has the right to request his share but not to enforce individually. In present procedure, the counsel of the plaintiff will have the authority to do so only his client grants him the power. From the most different feature, I will now summarize the rest of the different feature of the class action draft. The injured person who will be regard as one member of the class are the person who has the same right arisen from the same fact and same principle of law even they have got different type of injury. (Section 222/1) Still, the court can order to sub-class by different type of injury (Section 222/24) The cases that have been out in the draft to be eligible for class action are the (mass) tort, contract and the dispute arisen from other laws such as environmental law, consumer law labor, security and exchange etc. Section 222/5) The plaintiff may file the request to process the case as the class action case with his statement of claim, in order to do so he must state his reason. (Section 222/6) The court fees in the common issue will be request only from the plaintiff who first brought the suit to court. (Section 222/7 paragraph 2). This is economical for all injured person. In order to grant the class action proceedings, the court must concern both parties’ presentation and the benefit for all parties. And the class action proceedings would be granted only if the court found the reasonable fact to believe that; There’s common issue, both fact and law, between the member of the class. The members of the class are numerous that the normal procedure cannot work effectively or it would be to complicate and inconvenience. It would bring fairness and efficiency than bringing the suit in normal procedure. The counsel of the plaintiff has potential enough to guard benefit for all members. He must have time, resources, devotion/fairness and knowledge. In this point, the draft did not concern who is the first counsel filing the statement of claim, in other words, in deciding who will be the counsel of the plaintiff did not concern the time of filing the statement. (section222/10) This is different from United States (US) practice because US grants the right to submit the request for class action proceedings before filing the statement of claim but our draft was drawn differently as our drafter thought it should be better if we know the whole picture of the case before deciding what type of the case is. And because the class action case cause a lot of effect to the defendant therefore the draft has given the right for the defendant to file the objection of such order even if he has not yet become the party of the request (the request is a matter between the judge and the plaintiff). In this essence the defendant has the right to file the counter claim against the plaintiff as well. In addition, the court remains its right to cancel class action order if he found it is not giving any effectiveness than doing the case individually. (Section 222/9) The plaintiff must pay the fees within the time limit otherwise, the court will deemed that he voluntary dismiss the case and will strike the case out of the list. (Section 222/11) The court than must give his most reasonable notice under that circumstance for instance newspapers and must give the time limit for the member to opt-out of the class list. (Section 222/12) The people who opt-out of the class will not be bind by the decision of the court. After the time limit the member can opt-out from the class list only by the approval of the court. Section 222/13) This is significantly different from the Civil Procedure code section 145. However, the people who opt-out of the class list reserve always his right to bring the suit to court. The hearing can be replaced by the affidavit testimony of the witness sign by the person who testify including opinion of the expert witnesses. (Section 222/20 paragraph 2 and 222/23). This helps the problem of time consuming. In my opinion, the affi davit of the witness should have some restriction. For example, it would be valid in condition that the affidavit contents of the witness original/own words. Because the counsel of the plaintiff has to devote himself, both time and resources of his own, he must have some reward from doing such great benefit to the society. If not, then there may not be an incentive for the lawyer to accept to be the counsel of the plaintiff. The court will have the power to determine the amount of award for the counsel with regard to his effort, resources and knowledge he put in the work. In this light, the counsel shall submit the court of the statement of expenses. However, the ceiling of the award is 30 percent from the amount of damages given by the court. Section 222/37) In enforcing the damages, the court must determine the enforcing rule and condition in his decision. If there is a claim for stay of execution, the court of first instance will have the final word of such order. (Section 222/38) This is, I think, because the court of first instance is the most related to all the fact in the case. In common law system, the appeal court is likely to li mit their power in reverse the fact of the court of first instance. He shall reverse only there’s an abuse of discretion of the court of first instance. Because the class action case concerns a lot of injured person and mostly they would love to be compensating as quick as possible that’s why we should have the leap frog procedure. The draft of section 222/45 then, give right to appeal directly to the Supreme Court in order to save time and get the injured persons compensate as expenditure as it can be. In apply the class action procedure into our system; the judge must concern always his newly active position. Hence, there are some active roles of the judge put into the draft for instance Section 222/20 paragraph 1. In addition, in awarding damages for the class, the judge must indicate the specific amount of money that would be paid to the plaintiff. (Section 222/36(3)) Still, the problem may arise where the class member did not active their right by not requesting for their damages. The court should have the right to order what to do with the rest amount of damages; may put into society fund etc but in my opinion, the court should primary send the notice or the form for injured person (class member) to fill in. In this way, if such person did not fill in, then we would know that he has waived his right in the damages. In requesting damages of the class member, the draft has granted the right for other members of the class to file an objection. (Section 222/40). This I find it useful to get rid of the people who did not has any interest in the sum but still filing for the objection. However, I think we have to concern about the time and the complication as well. Therefore, we should put the qualification of the person who will be eligible in filing the objection to the court into the draft. Nevertheless, in granting the award, the court should put the priority to the court fees before the award for the counsel of the plaintiff. I’m in the opinion that this draft of class action will succeed its rational of the draft as it can help effectiveness in access the civil injured persons to justice because it can protect mass injured person in a single action, it is less time consuming. It will help those who cannot afford themselves in litigation or those minor who can’t bring the suit on their own. It also helps in case where the damages are little but vast of injured person. Each person damages may exceed the litigation fees but if combine all damages together, it may be worth. As in common issue, only one amount of fees is required so injured person will be compensate and the economic purpose is accomplished. In this regard, when people can file all cases in one action, it tends to reduce the repetition of claim. Nowadays there are more people in the society. And they love/oblige to stay or doing the same thing. That’s why we see more frequently that one action can cause mass injury. As from the rational above, it is time for Thailand to import the class action.

To Get - Verb Meanings and Lessons for ESL Students

'To Get' - Verb Meanings and Lessons for ESL Students The verb to get is used in many senses in English and can be confusing at times. Here is a list of the top ten uses of to get with simple explanations and example sentences. Of course, these are not all the senses of to get. In fact, there are many phrasal verbs with to get. This list is meant to give intermediate level learners the main senses of this important verb. To Acquire Get acquire, buy, come into the possession of something. She got a lot of paintings from her uncle.They got a new pet.Get your results the next day.I got my computer at the Apple store. To Become Get become, to change into a state, often used with adjectives. He got annoyed when he heard the bad news.It must be getting more serious.Janice has gotten much more open in her attitudes.Please dont get angry with me! To Receive Get receive a present, obtain attention. I got some clothes for Christmas.His movie got a good review.I got some books from my girlfriend.What would you like to get for your birthday? To Arrive Get arrive, reach a destination. She got home at 7 oclock.She didnt get to Chicago until after midnight.I got to work late because of the weather.I wont be able to get there until later.   To Bring Get bring, fetch, go and bring or take back. Get me those books over there, please.Could you get the wine?Let me get the shovel and well go to work.Ill just get my phone and then we can leave.   To Experience Get experience, undergo, of mental or physical states or experiences. He got an idea.  She gets vertigo when she looks out the window.They get nauseous when they drive.Peter got frightened by what he thought was a ghost.   To Make Get make, score, achieve a point or goal. Nicklaus got a 70 on that extremely difficult golf course.The Brazilian team got 4 goals.She got 29 points that day.Anthony got 12 rebounds during the game. To Contract Get contract, take, be stricken by an illness, fall victim to an illness. He got a horrible disease while he was traveling.  She got pneumonia and had to go to the hospital.She got a cold from Tom.Unfortunately, I got ill from drinking the water while on vacation.   To Induce Get induce, stimulate, cause, make someone do, cause to do; cause to act in a certain way, always followed by an object. My children finally got me to buy a computer.My wife got me to pay attention to the speaker.The class got the teacher to postpone the test.  I wish I could get them to take me seriously! To Pay Back Get pay back, take vengeance on or get even Well get them!  Thatll get him good!This time I got him.Just wait until I get you! Get Uses Quiz Decide how get is meant in the following sentences.   I got three As last semester. - be striken by / become / scorePeter has gotten serious about his studies. - arrive / cause / becomeThey got their father to buy them a new horse. - bring / acquire / cause  We got three books for our new library. - experience / cause / receiveJane got the flu from her students last week. - arrive / experience / contractCould you get me the paper? - receive / fetch / take vengeanceI got spooked by all the talk of revolution. - experience / fetch / becomeI got some excellent advice on the new job. - bring / receive / causeShe promised to get him some day for all his bad behavior. - pay back / fetch / acquireJohn Handersohn got 32 points and 12 rebounds during the game last night. - become / score / arrive Answers scorebecomecausereceivecontractfetchexperiencereceivepay backscore There are also a wide range of idioms and expressions with get and numerous phrasal verbs with get.

'French argues that 'An awareness of the impact of (national) culture Essay - 1

'French argues that 'An awareness of the impact of (national) culture on people in work organisations' is important in tod - Essay Example According to Samovar et al (2009), culture has been subjected to numerous and often-complex abstract definitions as writers labored to incorporate and explain array of cultural components and objectives. They continue to say that, what was considered earliest definition of culture by British anthropologist Sir Edward Burnett Taylor in 1871, explained culture as â€Å"the complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by a man as a member of society (Tylor, 2007) Blad (p. 7) explains that, it is important to note that the characteristic that define state autonomy and global market integration are found in both cases. He continues to say that, the comparison of inter-related state-building projects allows us to not only understand the role of distinct national culture but also how sub-state autonomy is enhanced through global political economic integration. According to Entezar (2008, p. 24-25) ‘culture ca n be studied in two different ways. One can either study specifics in order to determine the general patterns (inductive) or study the general patterns to identify the specifics of a culture (deductive). The second approach is adopted by Hofstede in his dimensional analysis of culture.’ She continues to explain that, ‘every culture deals with power ambiguity, individualism, and gender that are universal and exist in all cultures. Here again these dimensions are filtered through the value systems of various cultures.’ In the argument that, â€Å"awareness of the impact of national culture on people in work organizations and its importance in today’s world†, I will argue for it. Theories of National Culture Ernest Gellner’s theory of nationalism, initially articulated in a chapter of Thought and Change in 1964, rigorously questioned the putative casual power of a pre-existing culture in formation of nations and nationalism. In what is now a fam ous reversal of commonsensical understandings of the relationship between culture and nationalism, he insisted no â€Å"the nation†, a bounded national culture that creates nationalism, but the other way round. (Hall et al 2010, p. 516) Lussier & Achua (2010: pp 391) explains that whether organizational or national, culture is a product of values and norms that people use to guide and control their behavior. Culture affects the relationship between members and leaders of a nation based on shared values. They continue to explain that, on national level, a country’s values and norms determine what kinds of attitude and behaviors are acceptable or appropriate. The people of a particular culture are socialized into these values as they grow up, and norms and social guidelines prescribe the way they should behave toward one another. From the above explanation by Lussier and Achua, we can see that, in a nation, a specific conduct that people should relate to each other, ther e is a specific way that people in management position should relate to their subjects. These codes of conduct dictate how they relate and behave. For instance, the eastern countries, they have a unique dressing manner. In that, all women should be in a certain type of cloth. The same is seen in other countries with Islam religion. Another example is the African countries; the traditional Africans had a unique way of dressing their leaders with different types of clothing. The leaders could be donned with animal skin, to

Achievement of Maximum Profit Essay Example | Topics and Well Written Essays - 500 words

Achievement of Maximum Profit - Essay Example When companies utilize their equipment more extensively maintenance and repairs cost increase. Companies that increase their labor shifts incur in higher labor costs. Average total costs equal total costs divided by quantity. The average total cost curve is U-shaped. Subtracting average fixed costs is the formula for the average variable cost. The AVC curve lies vertically below the ATC curve by the amount of the AFC. The ATC and the AVC curve never touch because the AFC never falls to zero. The total variable cost is measured by the vertical distance between the horizontal TFC lines. The AVC curve bottoms out at a lower level for Q than does the ATC curve. The marginal costs measure the increase in total cost as output Q increases by one unit. Marginal cost is less than both average total cost and average variable cost. Due to the fact that marginal costs are less than both average total cost and average variable cost the ATC and AVC falls. The ATC and AVC falls because of the MC. The marginal cost curve cuts through the AVC curve at the bottom of the AVC curve. The MC curve cuts through the ATC curve at the bottom of the ATC curve. The ATC, AVC, and MC curves are all U-shaped. The vertical gap between AVC and ATC curves steadily diminishes as Q increases. These curves never touch. Businesses have options available with respect to how much output they want to be able to produce. Economies of scale help organizations reduce their costs. Larger scale operations have higher administrative expenses. Economies of scale help reduce administrative costs. When companies incur in diseconomies of scale their operating costs rise. The LRATC curve shows the lowest average total cost at which any given level of output can be produced. The LRATC curve is made up entirely of points on the firm’s alternative ATC curves.